Technology education is evolving as an essential subject in schools. Because it is a new subject there are varying opinions about what technology education is and where and how it should be taught. This booklet focuses on answering questions related to technology education including those dealing with the relationship between technology and…

Presented are two brief articles related to teaching the history of chemistry in college chemistry, "Utilizing a Historical Perspective in the Teaching of Chemistry" (Joseph W. Kamsar), and "History of Chemistry" (George B. Kauffman). (RH)

Discusses the proceedings of a symposium on science and technology in the English primary school sponsored by the English authorities and the Council of Europe's Council for Cultural Cooperation. The aims were to (1) discuss the scope of work on science and technology; (2) describe government policies on primary science; and (3) discuss assessment…

This guide has been developed through a collaborative effort involving the U.S. Environmental Protection Agency (EPA), the National Oceanic and Atmospheric Administration (NOAA), and the National Aeronautics and Space Administration (NASA). It is part of an ongoing commitment to ensure that the results of scientific research on ozone depletion are…

This volume contains 36 lessons designed to be used in secondary social studies classes to introduce the science/technology/society (STS) themes and issues. While the first 11 lessons focus on general STS themes, the other 25 lessons cover specific STS issues that fall under such categories as population growth, water resources, world hunger, food…

Discusses 10 myths of science including science finds answers to questions, science states causes, sample size is irrelevant to science, evidence can definitively confirm a hypothesis, scientists are always open to new ideas, peer acceptance of results is unimportant, science operates independently of society, science precedes technology, and…

Presented to the faculty of the Fashion Institute of Technology (New York City) after the acceptance by the New York Board of Regents of the school's plan to offer master's degree programs, these remarks focus on the problems presented by rapid developments in communications technology and the responsibility of the faculty to participate in the…

Selected are three pioneers who invented the history of technology: Abbott P. Usher, Lewis Mumford, and Sigfried Giedion. Their careers, publications, and contributions to the history of technology are described. (YP)

Describes a chemistry classroom project of forming a company to acquire 10,000 pounds of zinc sulfate monohydrate from a company that wanted to dispose of it. The zinc was eventually sold to an agricultural company for use in fertilizer. (PR)

Describes a four-step ethics course for students. The following steps are discussed: (1) show that moral dilemmas exist; (2) assign weights to arguments; (3) cost-benefits analysis; and (4) examine known biases. (ZWH)

Forty-four papers by 65 authors from the proceedings of a conference concerning issues in the emerging field of science, technology, and society education are included in this document. The papers are organized into three groupings: philosophical and research issues, underrepresented minorities in science and technology, and education from…

Described is a science program being developed at a high school in Great Britain to cater to the particular needs of females. Curriculum was modified in third, fourth, and fifth examination years to emphasize social nature of science and relevance of science to pupils' lives. Some of the problems encountered with program and selected parts of…

Describes the development of a theme-based, multidisciplinary course. The article partitions into the following sections: (1) Constructing the Course; (2) Putting the Ideas to Work; (3) Connecting Science and Society; and (4) The Arts and Astronomy. (ZWH)

Suggests the integration of science, technology, and society themes into existing elementary social studies curricula. Surveys works representing the philosophical basis for science, technology, and society. Includes suggestions for use of technology and society themes at each grade level of elementary school. (DK)

Discusses the National Council for the Social Studies "Guidelines for Teaching Science-Related Social Issues." Suggests that only through appropriate citizen action and participation can technology and science be contained and directed. Suggests a teaching unit exploring the topic of science, technology, and society. (DK)