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

Abstract

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.

Science teacher development through collaborative action research

“…These ideas are similar to research findings from other science action research projects (Goodnough 2000;Hodson et al 2001;Pedretti 1996) and from other teacher practitioner research studies (Bell and Gilbert 1996;Wilson and Berne 1999).…”

“…What is required to support collaborative projects are facilitators who assist in the action research process and are themselves involved in a systematic study of the participants in the project (McKernan 1996). Other collaborative action research projects (Bencze 1995;Fazio 2005;Goodnough 2000;Harrington et al 2006;Hodson et al 2001;Staten 1998;Pedretti 1996) have all had success using collaborative-type models of action research.…”

Changes in Attitudes Towards Science–Technology–Society of Pre-service Science Teachers

“…Many engineering programs have focused on the design world for both school and college programs (examples include "Man Made World", "Science through STS", "Material World Modules"). Currently a focus referred to as "Beyond STS" has added useful and important issues related to moral reasoning, values, ethics, socio-political actions and scientific discourse (Pedretti 1996;Zeidler 2003). Perhaps it is unimportant what name or acronym is chosen for the reform efforts reported here.…”

Relegated to the Margins? The Place of STSE Themes in Québec Secondary Cycle One Science Textbooks

“…Recently, an important new strand of thinking about the public understanding of science that has emphasized the importance of empowering citizens to value their own scientific knowledge and to take action in public debates about science and technology (Bencze, 2008;Epstein, 2000;Fien, 2004;Hodson, 2003;Irwin, 1995;Kaplan, 2000;McKechnie, 1996;Pedretti, 1996;Roth & Désautels, 2002;Stapp, Wals, & Stankorb, 1996;Waks, 1992Waks, , 1994Wynne, 1996).…”