Conceptions of science and technology clarified: improving the teaching of science

Price, R. F.; Cross, Roger T.

doi:10.1080/0950069950170302

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…However, it would be a mistake to assume that STS is a single, coherent and well-articulated approach to science education. Rather, it is a movement with a number of different strands, each with a distinct history, and it is a movement in which there are some significant tensions (Cheek, 1992;Hodson, 1992a;Price & Cross;Solomon, 1994;Yager, 1992). Given these disparate origins and various tensions, it becomes necessary for educators interested in STS education, to develop a conceptual framework.…”

Section: Sts Education In Practicementioning

confidence: 99%

Learning About Science, Technology, and Society (STS) Through an Action Research Project: Co‐Constructing an Issues‐Based Model for STS Education

Pedretti

1996

School Sci & Mathematics

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This article describes the experiences of six science teachers and a facilitator (the author) involved in an action research group in science, technology and society (STS) education. Two strands of research have informed the evolution of this action research project. The first strand comes from an interest in science, technology and society education, while the second strand emerges from the literature on action research as a possible means of accomplishing some of the goals articulated by STS advocates. Therefore, the purposes of this paper are two‐fold. First, the paper explores the genesis of an issues‐based model for STS education and curriculum development created by the teachers and facilitator of the action research group, and briefly highlights applications of this model in a classroom context. Second, action research is examined as a potential tool for professional development in the context of science education.

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Section: Sts Education In Practicementioning

confidence: 99%

Learning About Science, Technology, and Society (STS) Through an Action Research Project: Co‐Constructing an Issues‐Based Model for STS Education

Pedretti

1996

School Sci & Mathematics

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“…There has been a close link between science (concerned with explanations) and technology (concerned with know-how) throughout history although it has never been a one-way relationship (Price and Cross 1997). While it is true that the development of science has led to new technological devices and processes, it has also been the case that technology has often developed independently of science and has led to new areas of scientific investigation.…”

Section: Mechanics and Technologymentioning

confidence: 99%

Using History to Teach Mechanics

Gauld

2013

International Handbook of Research in History, Philosophy and Science Teaching

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“…In this respect, Longbottom and Butler (1999) refer to science education that should be designed for the general population rather than for a specialist group of future scientists, and that should lead to empowerment in some general sense of giving citizens more control or decision-making ability. To do this, Price and Cross (1995) infer that science education should give pupils a basis for understanding and for coping with their lives. They should be given applications and effects of science in their personal and social life.…”

Section: Sts and Aims Of Science Educationmentioning

confidence: 99%

Science-Technology-Society (STS)

Mansour

2009

Bulletin of Science, Technology & Society

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Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing philosophy. Thus, when considering the STS approach to science education, teacher beliefs about STS implementation require attention. Without this attention, negative beliefs concerning STS implementation and inquiry learning could defeat the reform movements emphasizing STS. This article argues the role of STS in science education and the importance of considering science teachers' beliefs about STS in implementing significant reforms in science education.

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Conceptions of science and technology clarified: improving the teaching of science

Cited by 8 publications

References 4 publications

Learning About Science, Technology, and Society (STS) Through an Action Research Project: Co‐Constructing an Issues‐Based Model for STS Education

Learning About Science, Technology, and Society (STS) Through an Action Research Project: Co‐Constructing an Issues‐Based Model for STS Education

Using History to Teach Mechanics

Science-Technology-Society (STS)

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