Presents a framework for the study of Science-Technology-Society (STS) interactions and some uses of the framework. States six tenets of the STS interaction. (YP)

The Third International Mathematics and Science Study (TIMSS) endeavored to achieve a balance between student learning of school science in a competitive sense and the variety of science learnings that contemporary curricula for science expect. The impact of science-technology-society (STS) on science curricula is used to explore these tensions in…

Discussed is the linkage between science, technology, and religious ideas. Tillich's continuum of existentialism, philosophy, and theology and his concepts of the multidimensional unity of life have been used to develop a technology and religion course. Included are the core ethic and basic tenets for STS education. (KR)

Described is an instrument for assessing science/technology/society (STS) literacy developed for a STS course. The interactive character of key science concepts used by various scientists, engineers, humanists, and social scientists lecturing in the course is emphasized. A copy of the exam and an STS literacy dictionary are included. (KR)

Examines one of the key methods used to stimulate bourgeois interest in science in France during the Second Empire and early Third Republic; the campaign to create a popularized science. Concentrates on the "science writings" of Jules Michelet and Jules Verne, both of whom were immensely successful in creating a favorable climate of…

Recounts news stories published in the United States in 1989 that reported possible cancer risks from eating apples treated with a growth regulation chemical. Discusses how the initial alarmist stories launched a vigorous media debate over pesticide risks. Contains 27 references. (DDR)

Examines situations in which science impinges on everyday life and in which school science education is of little use. Argues that relevancy goes beyond acquiring knowledge of conceptual understanding. Contains 33 references. (DDR)

Explains how cartoons are used to promote public understanding of science. Argues that cartoons have proven popular and can be usefully applied in the classroom where improved motivation is one of the benefits. (Author/DDR)

Recommends introducing students to biology using a topical focus that can offer intriguing perspectives on the discipline. Describes a biology course that uses trees as a topical focus. Presents a list of literary resources and reviews student interactions. Contains 50 references. (DDR)

Argues that citizens need to recognize that science is a human social activity like any other. Calls for socially responsible science and a public mindful of its strengths and weaknesses. Explores two case studies of public construction of knowledge about controversial health-related issues to illustrate the problematic nature of public…

Argues that knowledge of social aspects of science are important and relevant for science education for citizenship. Presents a teaching model for engaging students in thoughtful decision-making on controversial socio-scientific issues. (Contains 48 references.) (Author/WRM)

Reflects on how physics and physics education in Slovakia has been influenced by totalitarian social organization. Focuses on two historical periods, 1939-1945 and 1948-1949. (DDR)

Argues that, to revitalize undergraduate education in astronomy, courses must be restructured, particularly at the introductory level. Suggests that the culture of higher education does not often support change. (DDR)

Seeks to extend the range of critical literacy strategies that environmental educators might use in their engagement with curriculum policies. Focuses on a recent curriculum and professional-development project from Australia. Contains 27 references. (DDR)

Believes that the enterprise of science should reflect a participatory form of democracy by allowing for public involvement. (Contains 66 references.) (Author/WRM)