The purpose of the study was to discern the beliefs of pre-service science teachers (PST) concerning
science technology and their implications in society. A quasi-experimental design was used. The results indicate that
students who experienced Science Technology and Society (STS) approach perform better than students enrolled in
section where traditional approaches in terms of student understanding of scientific process, student ability to apply
scientific concepts related to science and technology, more positive student attitudes, and demonstration of more and
better creativity skills. The STS approach was found to have an impact on the beliefs of PST in science education.