Research Into STS Science Education

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.

[1]  Leopold E. Klopfer,et al.  The history of science cases for high schools in the development of student understanding of science and scientists: A report on the HOSG instruction project , 1963 .

[2]  E. P. Hart.  Toward Renewal of Science Education: A Case Study of Curriculum Policy Development. , 1989 .

[3]  etc.,et al.  Inarticulate Science?: Perspectives on the Public Understanding of Science and Some Implications for Science Education , 1993 .

[4]  Peter J. Fensham.  The politics of legitimating and marginalizing companion meanings: three Australian case stories , 1998 .

[5]  H. Eijkelhof,et al.  Algemene natuurwetenschappen (ANW): A new course on public understanding of science for senior general secondary education in the Netherlands , 2000 .

[6]  John Ziman,et al.  Teaching and learning about science and society , 1980 .

[7]  G. Aikenhead.  Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students , 2002 .

[8]  Roger T. Cross,et al.  Preparing future citizens for post ‘Chernobyl’ Ukraine: A national calamity brings about reform of science education , 2000 .

[9]  Paul Dehart Hurd,et al.  Closing the Educational Gaps Between Science, Technology, and Society , 1991 .

[10]  Joan Solomon,et al.  Science Education for the Public Understanding of Science , 1999 .

[11]  Sara Hennessy,et al.  Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning , 1993 .

[12]  María-Antonia Manassero-Mas,et al.  Response and scoring models for the 'Views on Science-Technology-Society' instrument , 1999 .

[13]  A. Irwin,et al.  Historical case studies: Teaching the nature of science in context , 2000 .

[14]  Randy L. Bell,et al.  Understandings of the nature of science and decision making on science and technology based issues , 2003 .

[15]  M. Jiménez-Aleixandre,et al.  Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management , 2002 .

[16]  E. Finkel,et al.  Creating the Conditions for Scientific Literacy: A Reconsideration , 1996 .

[17]  Edgar W Jenkins.  Science education: Research, practice and policy , 2004 .

[18]  J. Solomon.  Prompts, cues and discrimination: The utilization of two separate knowledge systems , 1984 .

[19]  H. Walberg.  Improving School Science in Advanced and Developing Countries , 1991 .

[20]  Pamela S. Lottero-Perdue,et al.  Learning on the job: The acquisition of scientific competence , 2002 .

[21]  E. W. Jenkins,et al.  School science, citizenship and the public understanding of science , 1999 .

[22]  M. Jiménez-Aleixandre,et al.  The development of a new science curriculum for secondary school in Spain: opportunities for change , 1995 .

[23]  William W. Cobern,et al.  College Students' Conceptualizations of Nature: An Interpretive World View Analysis. , 1993 .

[24]  Angela Calabrese Barton,et al.  Urban Science Education Studies: A Commitment to Equity, Social Justice and a Sense of Place , 2002 .

[25]  L. Hoffmann,et al.  A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self‐concept , 2000 .

[26]  J. Solomon.  New Science Education Research for the New Europe , 1997 .

[27]  School‐based Curriculum Development as a Process of Teachers’ Professional Development , 1993 .

[28]  Heidi B. Carlone,et al.  Innovative science within and against a culture of “achievement” , 2003 .

[29]  R. Hackett.  Young People's Images of Science , 1996 .

[30]  Bob Campbell,et al.  Science: The Salters' approach‐a case study of the process of large scale curriculum development , 1994 .

[31]  Gary Hepburn,et al.  The course as token: A construction of/by networks , 1998 .

[32]  Jonathan Osborne,et al.  Improving science education : the contribution of research , 2000 .

[33]  Investigation of worldview theory in a south african context , 1995 .

[34]  Michael J. Reiss,et al.  Understanding science lessons : five years of science teaching , 2000 .

[35]  Reforming Science Education , 1993 .

[36]  J. Solomon,et al.  Teaching about the Nature of Science through History: Action Research in the Classroom. , 1992 .

[37]  David Layton,et al.  Science Education and Praxis: the Relationship of School Science to Practical Action , 1991 .

[38]  W. Welch.  Review of the research and evaluation program of harvard project physics , 1973 .

[39]  Academic influence on school science curricula , 1993 .

[40]  Gregory A. Cajete.  Igniting the sparkle : an indigenous science education model , 1999 .

[41]  Adrian Furnham,et al.  Lay Understanding of Science: Young People and Adults' Ideas of Scientific Concepts , 1992 .

[42]  Norman G. Lederman,et al.  It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science , 2002 .

[43]  Richard Gott,et al.  What sort of science education do we really need? , 2002 .

[44]  Mary Ratcliffe,et al.  Pupil decision‐making about socio‐scientific issues within the science curriculum , 1997 .

[45]  Carolina Camén,et al.  To trust or not to trust? Formal contracts and the building of long‐term relationships , 2011 .

[46]  Pupils, Science, Research, Practice, and Politics: Musings on the Emergence of a Pre-Paradigmatic Field , 2003 .

[47]  G. Aikenhead,et al.  Science Education: Border Crossing into the Subculture of Science , 1996 .

[48]  M. J. Sáez,et al.  The challenge of innovation: The new subject 'natural sciences' in Spain , 2002 .

[49]  Victoria Costa,et al.  When science is “another world”: Relationships between worlds of family, friends, school, and science , 1995 .

[50]  N. Brickhouse,et al.  Embodying science: A feminist perspective on learning , 2001 .

[51]  Wolff-Michael Roth,et al.  Science education as/for participation in the community , 2004 .

[52]  Jim Ryder,et al.  Identifying Science Understanding for Functional Scientific Literacy , 2001 .

[53]  Gérard Fourez,et al.  Scientific and Technological Literacy as a Social Practice , 1997 .

[54]  Mary Ratcliffe,et al.  Evaluation of abilities in interpreting media reports of scientific research , 1999 .

[55]  Ronald D. Anderson,et al.  The ideal of Standards and the reality of schools : Needed research , 2001 .

[56]  Jenifer V. Helms,et al.  Getting Serious About Priorities in Science Education1 , 1993 .

[57]  P. James Gaskell,et al.  Scientific literacy for decisionmaking and the social construction of scientific knowledge , 1994 .

[58]  Mary Ratcliffe,et al.  What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community , 2003 .

[59]  P. Lijnse,et al.  The role of research and development to improve STS education: experiences from the PLON project , 1988 .

[60]  N. Law.  Scientific Literacy: Charting the Terrains of a Multifaceted Enterprise , 2002 .

[61]  P. James Gaskell,et al.  Authentic science and school science , 1992 .

[62]  J. Parker.  To trust or not to trust. , 1999, Journal of the American College of Cardiology.

[63]  Mary Ratcliffe,et al.  Teaching Students ''Ideas-About-Science": Five Dimensions of Effective Practice , 2004 .

[64]  Kostas Dimopoulos,et al.  Science and Technology Education for Citizenship: The Potential Role of the Press. , 2003 .

[65]  Erik Knain.  Ideologies in school science textbooks , 2001 .

[66]  Studying Lifeworlds of Science Learning: A Longitudinal Study of Changing Ideas, Contexts, and Personal Orientations in Science Learning , 2004 .

[67]  Science for public understanding: Developing a new course for 16–18 year old students , 2000 .

[68]  Joan Solomon,et al.  STS education : international perspectives on reform , 1994 .

[69]  G. Aikenhead.  The measurement of high school students' knowledge about science and scientists , 1973 .

[70]  R. Yager.  Science/Technology/Society as Reform in Science Education. , 1996 .

[71]  Svein Sjøberg.  SCIENCE AND TECHNOLOGY EDUCATION: CURRENT CHALLENGES AND POSSIBLE SOLUTIONS , 2019 .

[72]  A M Russell,et al.  Science and technology. , 1972, Science.

[73]  B. Wynne.  Knowledges in Context , 1991 .

[74]  Wolff‐Michael Roth,et al.  Educating for Citizenship: Reappraising the Role of Science Education , 2004, Canadian journal of science, mathematics and technology education = Revue canadienne de l'enseignement des sciences, des mathematiques et de la technologie.

[75]  G. Aikenhead.  Review of Research on Humanistic Perspectives in Science Curricula , 2003 .

[76]  Heidi B. Carlone,et al.  The Cultural Production of Science in Reform-based Physics: Girls’ Access, Participation, and Resistance , 2004 .

[77]  Peter J. Fensham,et al.  Science for all: A reflective essay , 1985 .

[78]  C. Hart.  Framing curriculum discursively: Theoretical perspectives on the experience of VCE physics , 2002 .

[79]  Matthew Weinstein.  Playing the Paramecium: Science Education from the Stance of the Cultural Studies of Science , 1998 .

[80]  M. Edelstein.  Citizen Science: A Study of People, Expertise and Sustainable Development , 1998 .

[81]  Robert E. Yager,et al.  STS Approach: Reasons, Intentions, Accomplishments, and Outcomes. , 1993 .

[82]  Gerald Holton.  The Project Physics Course, Then and Now , 2003 .

[83]  William W. Cobern,et al.  Cultural Aspects of Learning Science , 1997 .

[84]  Gwyneth Hughes,et al.  Marginalization of Socioscientific Material in Science–Technology–Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform , 2000 .

[85]  E. Seymour,et al.  Talking About Leaving: Why Undergraduates Leave The Sciences , 1997 .

[86]  Jonathan Osborne,et al.  Pupils' and parents' views of the school science curriculum , 2000 .

[87]  Yehudit Judy Dori,et al.  Formal and informal collaborative projects: Engaging in industry with environmental awareness , 2000 .

[88]  J. Kortland,et al.  Designing and validating a didactical structure for a problem-posing approach to teaching decision making about the waste issue , 2001 .

[89]  P. Gaskell.  Science Education for Citizens: Perspectives and Issues I. Science, Technology and Society: Issues for Science Teachers , 1982 .