Prospective Chemists’ and Pre-service Chemistry Teachers’ Views about Science-Technology-Society (STS) Issues/Stavovi budućih kemičara i budućih nastavnika kemije o problemima znanstveno-tehnološkog društva (ZTD)

Abstract The present study aims to investigate the views of prospective chemists and pre-service chemistry teachers about science-technology-society (STS) issues, attempting to examine the differences between these views. A questionnaire that included 4 open-ended questions was distributed to 67 senior university students to determine what their views were on STS issues. The data was collected from the students’ written responses to the open-ended questions. The data gathered from the two groups of students was analyzed qualitatively from the perspective of responding to the research questions. It was observed that while prospective chemists mostly defined science from epistemological and philosophical perspectives, pre-service chemistry teachers frequently explained science from epistemological and pedagogical perspectives. The results revealed that the meanings of science and technology in the minds of the students in both groups showed some important differences in this sample. Additionally, students in both groups stated that science and technology affected society both negatively and positively. Key words: science-technology-society (STS); prospective chemists; pre-service chemistry teachers  --- Sažetak Cilj ovoga rada bio je istražiti stajalista buducih kemicara i buducih nastavnika kemije o problemima znanstveno-tehnoloskog drustva (ZTD), s pokusajem razmatranja razlika u njihovim stajalistima. Upitnik koji se sastojao od 4 pitanja otvorenoga tipa podijeljen je skupini od 67 studenata u visim godinama studija kako bi se odredila njihova stajalista o  problemima ZTD-a. Podatci su prikupljeni iz odgovora studenata na pitanja otvorenoga tipa. Podatci koji su prikupljeni od dviju skupina studenata analizirani su kvantitativno iz perspektive odgovora na zadana pitanja. Uoceno je da buduci kemicari uglavnom definiraju znanost iz epistemoloske i filozofske perspektive, a buduci nastavnici kemije ucestalo objasnjavaju znanost iz epistemoloske i pedagoske perspektive. Rezultati su otkrili da se znacenje znanosti i tehnologije kod studenata iz obje skupine u proucenom uzorku bitno razlikuju. Nadalje, studenti u obje skupine ustvrdili su da znanost i tehnologija utjecu na drustvo na negativan i pozitivan nacin.  Kljucne rijeci: znanstveno-tehnolosko drustvo (ZTD); buduci kemicari; buduci nastavnici kemije