This paper examines whether the attitudes of teachers have changed toward
science teaching due to instructional focus or
interventions such as STS (
Science/Technology/Society), values and ethical issues and the nature of science. The paper contends that the emerging research is clear in illustrating that learning science in an STS context results in
students with more sophisticated mastery and ability to use process skills. The paper claims that all students improve in terms of creativity skills, attitude toward science, use of science concepts and processes in their daily lives and in responsible personal decision-making. Outline Abstract Objective Introduction Methodology Literature Review Four Pedagogical Issues Findings Summary and Conclusion