Research on the Application of STSE Education in High School Biology Teaching

DOI: https://doi.org/10.62517/jnse.202517503

Author(s)

Yue Liu, Dongqin Guo*

Affiliation(s)

School of Biology and Food Engineering, Chongqing Three Gorges University, Chongqing, China *Corresponding Author

Abstract

Science, Technology, Society, and Environment (STSE) education is an interdisciplinary framework that emphasizes the dynamic interconnections among scientific inquiry, technological advancement, social progress, and environmental stewardship. This teaching model focuses on deconstructing the actual effectiveness of technological innovation in industrial upgrading, ecological restoration, and the evolution of civilization. By building a dynamic analysis model of science, technology, society, and environment, it forms a teaching form with systematic integration characteristics. At the level of biology curriculum implementation, integrating the STSE framework addresses the demand for cultivating core competencies, a key goal of basic education reform. Furthermore, by reconstructing knowledge within authentic contexts, it promotes the development of learners' deep cognitive schemas. This approach effectively enhances their practical abilities in scientific argumentation and decision-making, thereby achieving a dual goal: the acquisition of knowledge and the development of social responsibility. This paper analyzes and studies the significance, penetration status, and application of STSE education in high school biology teaching and provides corresponding summaries and prospects.

Keywords

STSE Education; High School Biology Teaching; Core Competencies; Teaching Integration; Textbook Analysis

References

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