Document Analysis of Teaching Practices and Student Learning in Science, Technology, and Society Course

Abstract

Science, Technology, and Society (STS) is a General Education course that examines the relationships among scientific knowledge, technological development, and social life. This qualitative document analysis synthesized 20 scholarly books, peer-reviewed articles, and official educational reports concerning STS-related instruction, scientific literacy, socioscientific issues, critical thinking, and student engagement. The analysis identified five interconnected themes: contextualization through real-world issues; dialogue, inquiry, and collaborative learning; scientific literacy and critical thinking; student engagement and meaningful learning; and implementation challenges. The reviewed literature indicates that STS instruction becomes more meaningful when teachers connect concepts to authentic issues, use structured discussion and inquiry, and require students to evaluate evidence and consider ethical and social consequences. The findings also suggest that effective implementation requires careful resource selection, explicit scaffolding, inclusive classroom norms, and assessments that value reasoning rather than recall alone. Because the study relied on documents, it does not claim original classroom outcomes. Instead, it offers literature-grounded instructional recommendations for teachers handling STS as a General Education course.