PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

J

• Akcay, B., & Akcay H. (2015). Effectiveness of science-technology-society (STS) instruction on student understanding of the nature of science and attitudes toward science. International Journal of Education in Mathematics, Science and Technology, 3(1), 37-45. https://www.ijemst.net/index.php/ijemst/article/view/51

• Alcantara, A. J. (2000). Assessment of science, technology and society (STS) as a general education course at UP Los Baños. https://agris.fao.org/agris-search/search.do?recordID=PH2001101343

• Beltran, M. (2020, May 26). The Philippines’ PANDEMIC response: A tragedy of errors. The Diplomat. https://thediplomat.com/2020/05/the-philippines-pandemic-response-a-tragedy-of-errors.

• Bettencourt, C., Velho, J. L., & Almeida, P. A. (2011). Biology teachers’ perceptions about Science-Technology-Society (STS) education. Procedia-Social and Behavioral Sciences, 15, 3148-3152. https://doi.org/10.1016/j.sbspro.2011.04.262

• Boonprasert, L., Tupsai, J., & Yuenyong, C. (2018). Grade 8 students’ capability of analytical thinking and attitude toward science through teaching and learning about soil and its’ pollution based on science technology and society (STS) approach. AIP Conference Proceedings, 1923(1), 030070. https://doi.org/10.1063/1.5019561

• Çalik, M., & Karatas, F. Ö. (2019). Does a “Science, Technology and Social Change” course improve scientific habits of mind and attitudes towards socioscientific issues? Australian Journal of Teacher Education, 44(6), 35-52. http://dx.doi.org/10.14221/ajte.2018v44n6.3

• Chowdhury, M. A. (2016). The integration of science-technology-society/science-technology-society-environment and socio-scientific-issues for effective science education and science teaching. Electronic Journal of Science Education, 20(5), 19-38. https://eric.ed.gov/?id=EJ1188220

• Chowdhury, T. B. M., Holbrook, J., & Rannikmäe, M. (2020). Socioscientific issues within science education and their role in promoting the desired Citizenry. Science Education International, 31(2), 203-208. https://doi.org/10.33828/sei.v31.i2.10

• Cigdemoglu, C. (2020). Flipping the use of science-technology and society issues as triggering students’ motivation and chemical literacy. Science Education International, 31(1), 74-83. https://doi.org/10.33828/sei.v31.i1.8

• Cleofas, J. V. (2021). Life interruptions, learnings and hopes among Filipino college students during COVID-19 pandemic. Journal of Loss and Trauma, 26(6), 552-560. https://doi.org/10.1080/15325024.2020.1846443

• Commission on Higher Education(2013).General education curriculum: Holistic understandings, intellectual and civic competencies.https: //ched.gov.ph/wp-content/uploads/2017/10/CMO-No.20-s2013.pdf

• Devi, M. G., & Aznam, N. (2019). The effect of science-technology-society (STS) model on scientific literacy and scientific attitude of students on the subject of buffer. Journal of Physics: Conference Series, 1156(1), 012027.

• Fitsch, H., Jordan-Young, R., Trujillo, A. K., Kraus, C., Roy, D., & Schmitz, S. (2020). Coalition-making and the practice of feminist STS in the time of COVID-19. Catalyst: Feminism, Theory, Technoscience, 6(2), 1-33. https://doi.org/10.28968/cftt.v6i2.34640

• Hodson, D. (2020). Going beyond STS education: Building a curriculum for sociopolitical activism. Canadian Journal of Science, Mathematics and Technology Education, 20(4), 592-622. https://doi.org/10.1007/s42330-020-00114-6

• Khishfe, R., Alshaya, F. S., BouJaoude, S., Mansour, N., & Alrudiyan, K. I. (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299-334. https://doi.org/10.1080/09500693.2017.1280741

• Knopes, J. (2019). Science, technology, and human health: The value of STS in medical and health humanities pedagogy. Journal of Medical Humanities, 40(4), 461-471. https://doi.org/10.1007/s10912-019-09551-3

• Lasco, G. (2020). Medical populism and the COVID-19 pandemic. Global Public Health, 15(10), 1417-1429. https://doi.org/10.1080/17441692.2020.1807581

• Mulyanti, S., Halim, A., Ilyas, S., & Syukri, M. (2020, October 20-22). The impact of the science technology society (STS) approach on critical thinking ability and student learning outcomes. Journal of Physics: Conference Series, 1882, 012026.

• Ngaewkoodrua, N., & Yuenyong, C. (2017, June 6-8). Teachers’ learning on the workshop of STS approach as a way of enhancing inventive thinking skills. AIP Conference Proceedings, 1923(1), 030030). https://doi.org/10.1063/1.5019521

• Olukotun, O., Mkandawire-Vahlmu, L., Kreuziger, S. B., Dressel, A., Wesp, L., Sima, C., Scheer, V., Weitzel, J., Washington, R., Hess, A., Kako, P., & Stevens, P. (2018). Preparing culturally safe student nurses: An analysis of undergraduate cultural diversity course reflections. Journal of Professional Nursing, 34(4), 245-252. https://doi.org/10.1016/j.profnurs.2017.11.011

• Raveendran, A. (2021). Invoking the political in socioscientific issues: A study of Indian students’ discussions on commercial surrogacy. Science Education, 105(1), 62-98. https://doi.org/10.1002/sce.21601

• Roswita, F., Sulastri, S., & Khaldun, I. (2021). Application of the Science Technology Society (STS) model to craft and entrepreneurship materials to develop soft skills of students. Jurnal Penelitian Pendidikan IPA, 7(1), 67-73. https://doi.org/10.29303/jppipa.v7i1.525

• Smith, J. A. (2017). Textual analysis. The International Encyclopedia of Communication Research Methods, 1-7. https://doi.org/10.1002/9781118901731.iecrm0248

• Terry, G., Hayfield, N., Clarke, V. & Braun, V. (2017). Thematic analysis. In Willig, C. & Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (2nd ed., pp. 17-37). Sage.

• Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579. https://doi.org/10.1080/15325024.2020.1759225

• Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947

• World Health Organization. (2021). Weekly epidemiological update - 16 February 2021. https://www.who.int/publications/m/item/weekly-epidemiological-update---16-february-2021

• Yapıcıoğlu, A. E., & Kaptan, F. (2017). A mixed method research study on the effectiveness of socioscientific issue-based instruction. Education and Science, 42(192), 113-137. https://doi.org/10.15390/EB.2017.6600