Science/Technology/Society as Reform in Science Education

Edited by Robert E. Yager

Subjects: Science Education
Series: SUNY series in Science Education
Paperback : 9780791427705, 339 pages, January 1996
Hardcover : 9780791427699, 339 pages, January 1996

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Table of contents


Part I: STS as a Reform Movement in Science Education

1. History of Science/Technology/Society as Reform in the United States

Robert E. Yager

2. Meaning of STS for Science Teachers

Robert E. Yager

3. Is Science Sinking in a Sea of Knowledge? A Theory of Conceptual Drift

John Lochhead and Robert E. Yager

4. The Congruency of the STS Approach and Constructivism

Martha Lutz

Part II: What an STS Approach Can Accomplish

5. Mastery of Basic Concepts

Lawrence Myers

6. Process Skills Enhancement in the STS Classroom

Julie Wilson and Sylvia Livingston

7. The Affective Domain and STS Instruction

William F. McComas

8. Creativity and the Value of Questions in STS

John E. Penick

9. Using What Has Been Learned: The Application Domain in an STS-Constructivist Setting

Gary F. Varrella

10. Enhancement of Opportunities for Low-Ability Students with STS

Eric Olson and Srini Iskandar

11. Breaking the "Mold"—STS Allows Celebrating Individual Differences

Janice Koch and Susan M. Blunck

12. Advantages of STS for Minority Students

Joan Braunagel McShane and Robert E. Yager

13. Enhancing Student and Teacher Understanding of the Nature of Science Via STS

Lawrence R. Kellerman and Chin-Tang Liu

14. An STS Approach Accomplishes Greater Career Awareness

Chin-Tang Liu and Robert E. Yager

Part III: What the STS Approach Demands

15. Different Goals, Different Strategies: STS Teachers Must Reflect Them

John E. Penick and Ronald J. Bonnstetter

16. Textbooks with Special Qualities for STS

Robert E. Yager and Betty Chiang-Soong

17. Scientific Literacy for Effective Citizenship

Jon D. Miller

18. STS: A Crossroads for Science Teacher Preparation and Development

Herbert K. Brunkhorst and David M. Andrews

19. The Identification of Science Concepts in STS Teaching That Are Really Essential

Martha Lutz

20. STS Promotes the Rejoining of Technology and Science

Karen F. Zuga

Part IV: STS Initiatives Outside the United States

21. STS in Britain: Science in a Social Context

Joan Solomon

22. STS through Physics and Environmental Education in the Netherlands

Harrie M. C. Eijkelhof, Koos Kortland, and Piet L. Lijnse

23. STS Initiatives in Japan: Poised for a Forward Leap

Namio Nagasu and Yoshisuke Kumano

24. STS Initiatives in Australia

Geoffrey Giddings

25. STS in Developing Countries in the Pacific

Jack Holbrook, John Craven, and Martha Lutz

Part V: Supporting the STS Reform

26. National Association for Science, Technology, and Society

Stephen H. Cutcliffe

27. The Iowa Chautauqua Program: A Proven In-service Model for Introducing STS in K-12 Classrooms

Susan M. Blunck and Robert E. Yager

28. National Science Education Standards: A Turkey, a Valentine, or a Lemon?

Janice Koch

29. STS Means Science across the Curriculum: Or a White Coat for Every Teacher

John W. McLure



Presents evidence that S/T/S is a successful reform movement in science education.


Science/Technology/Society (S/T/S) is a reform effort to broaden science as a discipline in schools and colleges; to relate science to other facets of the curriculum; and to relate science specifically to technology and to the society that supports and produces new conceptualizations of both. S/T/S is also defined as the teaching and learning of science/technology in the context of human experience. It focuses on a method of teaching that recognizes the importance that experience in the real world has on the learning process. And it recognizes that real learning can occur only when the learner is engaged and able to construct her or his own meaning.

Science/Technology/Society as Reform in Science Education, is rich with examples of such teaching and learning. It includes impressive research evidence that illustrates that progress has been made and goals have been met. For teachers and administrators alike, this book provides and validates new visions for science education.

Robert E. Yager is Professor of Science Education at the University of Iowa, Iowa City.