STS represents a significant reform effort in science/technology education in grades kindergarten through the undergraduate collegiate years. It focuses on use of constructivism as a way of learning and a broader view of science, and as a way of assessing learning for real understanding. Basic to STS is teaching and the assessment of learning in multiple domains, namely, concepts, processes, the application of both to new situations, the nature and history of science, creativity skills, and attitude. When education occurs in STS classrooms, students grow significantly in all domains and more so than in traditional classrooms.
Get full access to this article
View all access options for this article.
References
1.
LiuC.-T., & YagerR.E. (1997). The Iowa scope, sequence, and coordination project: A middle school science reform program approved by the National Diffusion Network.Research in Middle Level Education Quarterly20 (4), 77-105.
2.
LochheadJ., & YagerR.E. (1996). Is science sinking in a sea of knowledge? A theory of conceptual drift. In YagerR.E. (Ed.), Science/technology/society as reform in science education (pp. 25-38). Albany: State University of New York Press.
3.
National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press.
4.
National Science Teachers Association (NSTA). (1990). Science/technology/society: A new effort for providing appropriate science for all (position statement).Bulletin of Science, Technology & Society10(5/6), 249-250.
5.
National Science Teachers Association (NSTA). (1990-1991). Science/technology/society: A new effort for providing appropriate science for all (position statement). In NSTA handbook (pp. 47-48). Washington, DC: Author.
6.
PerroneV. (1994). How to engage students in learning. Educational Leadership51 (5), 11-13.
7.
YagerR. E., & WeldJ.D. (in press). Scope, sequence, and coordination: A national reform effort in the U.S.: The Iowa project. International Journal of Science Education.
