In education, STS too often is viewed as a new kind of course--new material for use in teaching. However, this view of STS is fraught with the same kind of problems as traditional teaching of natural science and technology. This major problem is that information is merely transmitted to students by lecture, discussion, verification laboratories,…

A group of outstanding science teachers agreed that student motivation and interest soar when real-life issues are used as themes for study. Illustrates how the interdisciplinary approach works with the issue of smoking. (MLF)

Describes the Iowa science-technology-society (STS) models and goals. Characterizes and gives examples of using the STS approach in classrooms. Reports the results of four studies that have assessed the outcomes of learning with STS instruction. Identifies some problems concerning the future use of STS in schools. (PR)

Discusses current visions for reform in science education to be reached in 2005. Presents tables on changes in teaching, assessment, content, and situation and goals for 2005 by indicating less and more emphasis. Discusses what must be done, visions for 2025, how to achieve Vision 2025, and models for achieving the visions for science education in…

Substitutes "science attentive" for "cultural literacy" in science education, urging that students (1) have an interest in basic science, (2) know basic science, and (3) be able to deepen such interest and knowledge on their own. Outlines four cluster goals for science teaching from Project Synthesis of 1979-81. (NH)

There is little doubt that the findings of research in science education can be depressing at times. The literature is replete with reports and research findings which highlight problems and shortcomings associated with the teaching and learning of science. In order to provide a refreshing alternative to the majority of research reports which…

Addresses the issue of whether traditional high school chemistry is needed for all students as preparation for the study of college level chemistry. Recommends an approach which stresses applications and societal issues for high school students. (ML)

Affective item findings from two national assessments (N=2500 for 1977 assessment; N=2000 for 1983 assessment) are reported and compared. Areas examined include attitudes toward teaching procedures, action of science teachers, current science teacher, and science class. Lists of characteristics of exemplary programs and behaviors of exemplary…

Reports on the Iowa Project, a broad effort in 20 school districts where a Science-Technology-Society (STS) approach was emphasized through a constructivist philosophy of teaching and learning. Results indicate the project's success in four areas: strengthening teacher confidence and knowledge base, encouraging teachers' use of innovative…

This document presents recommendations and generalizations from Project Synthesis, Educating Americans for the 21st Century, National Science Teacher Association Excellence Programs, and the Iowa Honors Workshop concerning the 861 teachers who were part of exemplary programs. Specific teaching strategies are listed that are associated with…

A center-based program for science student teaching at the University of Iowa is described. The characteristics that distinguish the science student teaching centers from the older, traditional approach are listed. A list of tasks associated with establishing a science student teaching center is included. (KR)

Science/Technology/Society STS) has been defined as teaching and learning in the context of human experiences. The STS movement has grown out of dissatisfaction with the curriculum reform of the 1960s and utilizes a problem solving approach that appeals to students' interests. This paper describes the STS approach and reports research results…