Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom
Keywords: Online Pedagogy
STSE (Science Technology Society Environment
Secondary Science
Secondary Physics
Online STSE-based discussions
Practical Inquiry (P.I.) Model
Cognitive Presence
Teacher Presence
Community of Inquiry (CoI)
Higher Order thinking
Issues based education
Reflective thinking skills
Digital Immigrant
Threaded text-based Postings patterns
socio-political-ethical issues
level of cognitive presence
Phases of the P.I. Model
Benefits and challenges of STSE online
Blended online/offline teaching
Asynchronous STSE-based discussions
Effective online communications
Blended online STSE Model for High school science
Reflective thinking in STSE issues
STSE-issues Based Analysis Model
Female students
21st century learners
Use of Green Energy
Time to Think and reflect
Social Presence
Increased social peer compliments
positive social interaction
nurtures online community
Teacher's Moderator role
catalyst for learning

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.