Abstract:

Many teachers emphasize science as a body of knowledge to be conveyed to their students. In fact, there is little consideration of the application of science and ethical dimentions.

On the other hand, misconceptions appear as a learning failure in learning process and it is important to determine them.

STSE is described as developing an understanding of the complex interactions among science, technology, society, and environment. STSE related teaching enables students to make more connections with the topics, which increases the interaction during the lesson and makes a student-centered learning environment.

In this research, the purpose is to richen the form of scientific literacy and to strengthen chemistry student teachersʼ awareness of the branches of chemistry and technology on society and environment. It is found that chemistry student teachers’ understanding of STSE related teaching approach plays an important role in diagnosing misconceptions.

Keywords:

Misconception, STSE, student teacher.