Article ID: CBB189684589

Perceptions of STS Topics Among Uruguayan College Students: Implications for Secondary School Curricular Reform (2017)


The purpose of this descriptive and exploratory study was to measure the perceptions regarding a variety of science, technology, and society (STS) topics among a sample of Uruguay underclassmen college students. These perceptions were compared with the viewpoints of a group of professional scientists. It was found that, for some STS topics, such as the role of humans in global climate change, the perceptions of Uruguay underclassmen and scientists were statistically identical. For topics, such as the problem of human overpopulation, both groups find themselves on the same side of the issue but with a statistically significant gap between them. Uruguay underclassmen and professional scientists have opposite views on STS topics such as the use of animals for scientific research. A sizable proportion of Uruguay underclassmen were not familiar with several STS topics, such as the scientific work of the International Space Station. Implications for formal and informal STEM education efforts are discussed.

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Authors & Contributors
Sarathchandra, Dilshani
Galili, Igal
Hazan, Amnon
Borkenztain, Bernardo
Ferreira, Fernando
Davyt, Amílcar
Bulletin of Science, Technology & Society
Science and Education
Engineering Studies
História, Ciências, Saúde---Manguinhos
Archives of Natural History
Ambix: Journal of the Society for the History of Alchemy and Chemistry
Ashgate Publishing
Science education and teaching
Technoscience; science and technology studies
Universities and colleges
Marini Bettolo, Giovanni Battista
Bruce, William Speirs
Geddes, Patrick
Liebig, Justus von
Williamson, Alexander William
United States
Great Britain
21st century
19th century
20th century
15th century
16th century
Early modern
University of Edinburgh
University College, London
Heidelberg Universität
Georgia Institute of Technology

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