This is the second article of a four part series of a study of Canadian high-school graduates' views on science-technology-society topics. It reports student perceptions of the interaction of science technology and society. Science and technology were viewed as a unified enterprise and their roles were indistinguishable. (ML)

The efforts to enlarge the awareness, scientific knowledge, and political skill of people, to promote pro-environmental attitudes and support, through the development of science/technology/society (STS) courses are described. The STS program found in the secondary schools and colleges of Quebec is described. (KR)

Inquires into the influence of subject communities on the practice of secondary school teachers as they teach a new science and technology course that crosses traditional subject and department boundaries. Contains 20 references. (DDR)

As the fourth in a four-part series on issues related to science-technology-society, this article discusses Canadian high school graduates' viewpoints of the characteristics of scientists. Responses addressed the relationship between scientists and their work, gender distribution of scientists, and perceptions of scientists. (ML)

This teacher's guide presents teaching suggestions and presentation materials about sustainable development, important trends that could lead to human and environmental disasters in the future if they continue unchecked, and how each country has a different path to sustainable development. The lesson is divided into six parts and may be completed…

Reviews and recommends the teacher's resource guide, "Teaching about the History and Nature of Science and Technology." Discusses creating a History of Science and Technology course, developing materials, and interdisciplinary planning and teaching. The guide includes sample lesson plans and appendices to resources. (MJP)

Presented is a case study of a Science/Technology/Society course. Described are the specific goals and objectives of the course and the design of the study. The results of the study and the validity and transferability of this type of assessment are discussed. (CW)

As the third in a four-part series on issues related to science-technology-society (STS), this article discusses Canadian high school graduates' viewpoints on the characteristics and limitations of scientific knowledge. Responses indicated students harbored diverse and contradictory beliefs about scientific knowledge. (ML)

This article is the first of a four part series of a study of Canadian high-school graduates' views on science-technology-society (STS) topics. It describes the research scope and methodology and discusses research issues associated with use of the specially constructed survey instrument, Views on Science-Technology-Society (VOSTS). (ML)

Explores the sources of beliefs about science-technology-society topics and investigates the degree of ambiguity harbored by four different response modes, such as Likert-type, written paragraph, semistructured interview, and empirically developed multiple choice. Finds that mass media have a greater impact than science classes. (Author/YP)

Grade 10 students (n=1,564) perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in British Columbia. Major findings were that students do not appreciate the most prevailing contemporary practices in science classes and that they prefer science teaching and learning…

This teacher resource manual has been developed to assist classroom teachers in implementing the Integrated Occupational Science program for grades 8 and 9. The first chapter of this manual gives an introduction including resources, scope and sequence, facilities and equipment, and safety in the science classroom. The next two chapters describe…

This resource material is intended to assist teachers in translating the intentions of the Science 14/24 program into classroom practice. The Science 14/24 program was designed to develop scientific literacy and stress interactions among science, technology, and society. The program was designed for students enrolled in the General High School…

The rationale and the methodology used in a study of high school graduates' viewpoints on science-technology-society (STS) topics are reviewed in this paper. The study employed the instrument, Views on Science-Technology-Society (VOSTS), which required students to write an argumentative paragraph responding to one of 46 statements about an STS…

Describes several environmental education activities. Introduces educational materials and two environmental education programs. Provides demographic and geographic data of the region. (YP)