In order to enhance science teaching through an STS approach in Thailand, Portjanatanti
(2003) and Yuenyong (2006) attempted to develop science teachers’ knowledge of STS approach.
Portjanatanti (2003) developed biology pre-service teachers’ understanding of biology
teaching through an STS approach. The teachers involved were subsequently able to develop
lesson plans based on this STS approach and came to realize the interactions among science,
technology, and society and valued science and technology in term of life survival factors.
Likewise, Yuenyong (2006) used an STS approach to teach energy in a process that consisted
of five stages: (1) identification of social issues, (2) identification of potential solutions, (3)
need for knowledge, (4) decision-making, and (5) socialization stage. Findings suggest that
energy teaching and learning via STS enhanced students’ understanding of energy concepts
and also gave students a chance to develop their thinking skills, decision-making about energy-
related technological and societal issues, and gained in terms of affective learning.