Perceptions of Undergraduate Students in Biological Sciences on the Relationships between Science, Technology, and Society

Contributions to Environmental Education and STS Education in the Training of Future Teachers

Abstract

This article examines the perceptions of fourth-year undergraduates enrolled in the Biological Sciences program at a public university in Mato Grosso do Sul, Brazil, concerning the relationships between Science, Technology, and Society (STS). Data were gathered through an online survey administered to 12 students in the first semester of 2022, which were subsequently categorized and analyzed using content analysis techniques. The findings reveal that students acknowledge the role of environmental, social, historical, political, and economic factors in shaping the epistemology of Science and Technology. Nonetheless, the complexity of these interactions has led to the emergence of doubts, misconceptions, or partial understandings that need to be addressed. In this context, the role of STS Education and Environmental Education is emphasized as crucial educational strategies aimed at correcting misconceived perceptions about the nature of Science and Technology. Additionally, these educational approaches seek to foster critical engagement in both individual and collective decision-making processes relevant to the application of Science and Technology, particularly with regard to socio-environmental sustainability and in response to the challenges posed by the current climate emergency.