The aim of the current study was to explore science teachers' perceptions of the nature of technology through the use of Q methodology. 17 science teachers were sampled as participants, and to explore their perceptions of the nature of technology, they ranked a Q-sort of 36 statements that constituted the following six categories: (i) definition…

Lack of awareness about the interconnections between Science, Technology, and Society and students' dislike of studying science have led to many environmental and social problems. During the COVID-19 Pandemic, students experienced difficulties accessing educational resources and demanded new programs to support their academic science experiences.…

This case study focuses on teachers' professional development in NanoScience and nanoTechnology (NST). In the context of a Community of Learners (CoL), in-service teachers in collaboration with science education researchers, nanoscience researchers and experts from science museums, developed a teaching module. This module integrates NST topics…

This paper describes Spanish science teachers' thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science,…

Examines the social conscience of science teachers as it bears on the teaching of controversial issues. Explores teachers' perceptions of the teaching of controversial issues, the problem of handling personal value positions when dealing with issues, and the tension that exists between the teaching of controversial issues and traditional…

Summarizes the discussions that took place within a working group of the fourth International Organization for Science and Technology Education (IOSTE) symposium. Discusses topics on materials for student use, role of teachers, repertoire of teaching strategies, influence of school setting, and evaluation. (Author)

Concepts, categories, time allotment, and instructional techniques associated with teaching Science/Technology/Society issues were examined for 65 exemplary secondary level science teachers. An analysis of a Science Teaching Issue Opinionnaire and another questionnaire are presented. Thirty-two references are listed. (CW)

Describes the experiences of six science teachers and a facilitator involved in an action research group in science, technology, and society (STS) education. Explores the genesis of an issues-based model and highlights applications of this model in a classroom context. Examines action research as a potential tool for professional development in…

Technological literacy including a meaning for both literacy and technology, the nature of technological knowledge, and the decision-making skills in a technological society are discussed. Suggested are implications for instruction both at the preservice level and the in-service level. (YP)

Explains science teachers' perceptions and decisions about the development and implementation of a science/technology/society curriculum. Discusses the teacher interviews based on teachers' decisions. Summarizes five themes: concerns over content, discomfort with grouping, uncertainties about evaluation, frustrations about student population, and…

This conference was convened to identify the most important problems and opportunities facing science teaching in secondary schools and to suggest the most practical means of addressing them. The report highlights issues involving science and technology education which were addressed at the conference. Information is presented in three major…

Science policy studies and the social studies of science are two ways to approach science-technology-society (STS) education. This paper applies the two perspectives to STS education and explores the implications of the two approaches for the domain of STS education and the relationship to science education. (YP)

Described is a science, technology, and society (STS) segment of an elementary science methods course for preservice science teachers. An outline of a typical STS investigation is presented. Evaluation of this segment of the methods course is discussed. (CW)

The document reviews the literature concerning the goals of elementary school science teaching. The review indicated a consensus among scientists and science education experts that elementary school science instruction should promote meaningful understanding of science concepts, processes, and attitudes. Students should not just be memorizing…

Argues that the current cohort of teachers is not comfortable with science and avoids teaching science because of ignorance, disinterest, and lack of support from school authorities. Also states that scientists have doubts about the current university curriculum for teachers. (DDR)