Science‐technology‐society in science curriculum: The policy‐practice gap

Revolutions in science and technology, public concerns about the environment and resources, and a general reform of curriculum have contributed to a new educational theme, sciencetechnology-society (STS) (Bybee, 1986b; Hurd, 1987; Roy, 1985; Rubba, 1987b). Whether STS remains a fad or develops into an important organizing theme for curriculum depends in some measure on the translation of curriculum

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