Background:
The purpose of the study was to examine the effectiveness of a Science Technology and Society (STS) approach in terms of student understanding of major processes of science.

Materials and methods:
Participants included twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies were utilized with one class section and in a school class where the teacher determined the course structure and the form of instruction (textbook-oriented) that is typically used by most science teachers.A total of twenty-four sections of students were in STS sections (199 students) and a similar number in textbook-oriented sections (204 students). The data collected were analyzed using quantitative methods.

Results:
The results indicate that students in the STS sections achieved significantly better than students in the textbook-oriented sections in terms of understanding and using science process skills. Differences in success by male and female students of varying ability levels were examined as well.

Conclusions:
Using science process skills is significantly better in STS sections then in textbook-oriented ones.