Towards an STS school curriculum

Multiple Intelligences Theory: A Framework for Personalizing Science Curricula

“…Although different emphases may be placed on each of these three dimensions, they represent ways many recent scholars have conceptualized the goal of scientific literacy (Aikenhead, 1994; Bybee, 1993; DeBoer, 1991; Fensham, 1987; Hodson & Reid, 1988; McFadden, 1991; Ramsey, 1993; Solomon, 1993; Yager, 1993). Implicit in this conception of scientific literacy is the need for science learning to occur in a context fostering personalized learning, critical and creative thinking, positive attitudes about science, and “a critical sense of wonder and curiosity about scientific and technological endeavours” (Council of Ministers of Education, 1997, p. 5).…”

Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate

“…Ziman (1994) notes the ease with which issue-based discussions of the science and technology problematic slip away from science and technology per se to discussions of law, economics, religion, and power politics; teachers who resist that slippage in the interests of a focus on science and technology, however, run the risk of fostering scientism and technocratic attitudes. McFadden (1991) notes that STS reform of science teaching logically necessitates reform of the whole of the school curriculum because of the far-reaching nature of STS issues. Zoller (1993, 129) notes that universities often demand "content-based" preparatory courses in science, with the result that STS-based courses in the schools are relegated to nonacademic streams or to students uninterested in technical careers.…”