Contextualizing Organic Chemistry through Science–Technology–Society (STS) Pedagogy: Enhancing Conceptual Understanding and Reflective Thinking for Life Sciences Learners

Abstract

The increasing demand for scientific literacy and contextualized science instruction has highlighted
the need for innovative pedagogical approaches that promote meaningful learning in Organic
Chemistry. This study investigated the effectiveness of Science–Technology–Society (STS)-based
Organic Chemistry instruction in advancing students' conceptual understanding and reflective
thinking within life sciences education. Specifically, it examined students' preconceptions
regarding Organic Reactions prior to instruction and the changes in their conceptions following the
implementation of an STS-based instructional module. The study employed an action research
design guided by W. Edwards Deming's Plan–Do–Study–Act (PDSA) Model, implemented in
two iterative cycles involving the design, validation, implementation, and evaluation of an STS-
based learning module. Participants were ten first-year Bachelor of Science in Fisheries and
Aquaculture Sciences (BFAS) students enrolled in Organic Chemistry at Isabela State University–
Roxas Campus during the second semester of School Year 2018–2019. Data were collected using a
researcher-developed 20-item Concept Test, the Students' Perceptions of Science Class
Questionnaire, the Questionnaire to Measure the Level of Reflective Thinking, and the Attitudes
toward the Use of STS-Based Activities Questionnaire. Descriptive statistics and the Wilcoxon
Signed-Rank Test were employed to analyze students' conceptual understanding before and after
the intervention. Findings revealed that students initially possessed limited conceptual
understanding and several misconceptions concerning Organic Reactions. Following the
implementation of the STS-based instructional module, students demonstrated substantial
conceptual improvement, as evidenced by an increase in the mean concept test score from 8.60 to
12.90 and a statistically significant difference between pretest and posttest scores (Z = –2.818, p =
.005). The intervention effectively facilitated conceptual change by enabling students to reconstruct
prior knowledge through contextualized, inquiry-oriented, and learner-centered learning
experiences. The findings suggest that integrating the Science–Technology–Society (STS)
instructional approach into Organic Chemistry instruction significantly enhances conceptual
understanding and reflective thinking while promoting scientific literacy among life sciences
students. The study recommends the wider adoption of STS-based pedagogical approaches in
higher education science curricula to foster meaningful learning and develop scientifically literate
graduates capable of applying chemical concepts to real-world biological, environmental, and
societal contexts.