The perceptions of science and technology teachers and students regarding science and technology course according to 2004 curriculum

The purpose of this study is to investigate elementary school teachers? and students? perceptions on the current state of science and technology education. The working universe of the research is based upon the pupils and teachers of elementary schools in fourth and fifth classes in Ankara the first and the second term of academic year 2005-2006. The subjects consisted of 75 elementary school science and technology teachers and 1672 students. The internal consistency reliabilities were ?,89? for the teachers? survey and ?,78? for the students? survey. Science and technology teachers showed discontent with the current status of 2004 elementary school science and technology curriculum. For STS themes in science and technology education, teachers indicated air pollution, human health, war weapons and nuclear reactors as the most important problems. The top difficulties seen by teachers in teaching STS themes were non-availability of the curriculum materials, restriction of students in the classroom and preparation of the teachers. The significant limitations for teachers in developing resources in teaching STS themes were economic restrictions and personal preparation. Such sources as audio/visual media and professional (in-service) applications were perceived as important sources for STS materials by teachers. Elementary school students showed relatively a positive attitude toward current school science and technology. A majority of students liked their science and technology classes. Students believed that the content that they learned in science and technology classes would be more useful in the future than at the present time. A majority of students believe that science and technology devote to helping people live more comfortably. Among sciencetechnology- society related problems, students indicated air pollution, human health, war weapons technologies and water pollution as most important issues. The major sources for students about those problems were books, teachers/schools and computer/internet. Therefore, results of the study support the contention of need for more attention to both the students? affective outcomes from school science and technology and implementation of STS themes into current science and technology curriculum and education reforms and this offers directions for revision of the goals in 2004 science and technology curriculum and education system.