Abstract

This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five questions on the preassessment indicated how little knowledge these preservice teachers had regarding these issues; however, the responses of the experimental group on the postassessment also showed how quickly a short treatment using an STS teaching approach could improve their knowledge. These results also inform planning for science education in Uganda to achieve science literacy in general, and particularly the understanding of environmental science problems and/or threats facing Ugandan citizens.