The second part o f the study indicated that detailed research is needed on the
relationship between STS teaching practice and student STS content knowledge gain.
The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge may
generate greater student knowledge gains than didactic teaching and weak teacher STS
content knowledge. In this limited sample, it was found that constructivist teaching
practice can overcome weak teacher STS content knowledge in increasing student STS
content knowledge. In addition, other factors such as problem-solving and decisionmaking
skills need to be studied as part of an overall framework for STS teaching.