Abstract
The modern objective of Science Education is to foster Scientific Literacy, a goal critically advanced by the Science, Technology, and Society (STS) approach. This study performs a rigorous content analysis of Chapter titled, “To Life Processes, in the IXth Standard Biology Textbook (SCERT-2004) , to map the extent and depth of its STS integration. Utilizing a validated 0–3 scale rubric, the research assessed the presence, nature, and depth of Science (S), Technology (T), and Society (S) components and its integration. Key findings indicate a strong but inconsistent integration: the chapter effectively uses high-impact of Socio-Scientific Issues, such as Environmental Conservation (Ocean Pollution), to achieve Comprehensive Integration (Score 3) at its introductory and contextual stages. However, sections detailing core scientific mechanisms show limited integration (Scores 0–1). The study concludes that, the chapter provides a strong STS map with relevant markers, it requires explicit pedagogical scaffolding and supplementary activities to push students toward the higher-order thinking mandated by the STS approach. These findings offer actionable data for curriculum developers and teacher training initiatives.
Keywords: Scientific Literacy, Science Education, Multidisciplinary, Science-Technology-Society (STS)
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