Research Into STS Science Education

Abstract

<span>STS science curriculum content includes both the internal workings of the scientific enterprise and the scientific enterprises external interaction with technology and society. The educational goal is to prepare future citizens who understand the human and social dimensions of scientific practice and its consequences. This article synthesizes the published research into STS science education in terms of policy making (curriculum development), student learning, and teacher orientations toward such a curriculum. The article encompasses both educationally sound and politically realistic results that are found in the literature. This synthesis is restricted to research with students aged 12 to 18, and it excludes literature that simply advocates a position without basing its conclusions on research evidence.</span>

Engineering, Society, and the Environment in the Teaching Goals and Practices of Engineering Instructors

“…Background Literature STSE gained prominence as a result of the social movements of the 1960's and 1970's that called for a change in science to include social issues, politics and the idea of responsible citizenship 7,8,9 . As citizens, we face problems involving science and technology, including those pertaining to the environment, human health, and privacy and security, and STSE instruction is designed to provide students with the tools to take on the responsibility for these kinds of problems 10 .…”

“…interactions of scientists and their values 7 . The importance of STSE is acknowledged by the various curriculum documents from many jurisdictions that call for a science education that includes STSE perspectives 2 .…”

“…An STSE-focused curriculum has various goals, which have been synthesized by Aikenhead 7 : to make the human and cultural aspects of science and technology accessible and relevant; to help students become better critical thinkers and problem solvers; to increase communication skills; encourage social responsibility; and generate interest and increase achievement in learning traditional science content. Various efforts have been undertaken to evaluate the outcomes of STSE, sometimes in comparison to more traditional methods of teaching science.…”

“…Various efforts have been undertaken to evaluate the outcomes of STSE, sometimes in comparison to more traditional methods of teaching science. A synthesis of research in the K-12 sector, conducted by Aikenhead 7,13 , stated the following conclusions: (1) Students in STSE education classes improve their understanding of social issues and the interactions between science, technology and society; (2) Students in STSE education classes improve their attitudes towards science and learning; (3) Students make gains in applying science to everyday situations, critical thinking, creative thinking and decision making; and (4) Some students will enhance their socially responsible actions. In another synthesis of the research, 17 studies in 8 countries demonstrated an improvement in attitudes of the students exposed to STSE, a reduction in gender differences and a comparable understanding of scientific concepts 17 .…”

“…Similar factors were examined in a study by Gess-Newsome and Lederman 21 on biology teachers. Confidence to pursue STSE comes both from training, and the existing skills of the teacher 7,19 , and requires that the teacher's beliefs and values about science education be challenged in a way so that notions of citizenship and responsible action are integrated in the context of science 8 . In short, if a teacher's values, assumptions, beliefs, ideologies, professional self-identity, status and loyalties aren't in harmony with STSE, it won't happen 7 .…”