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JPRS-CST-89-001 PREX 7.15/6:89/001 Digitized from IA1176814-06-0069 , IA1176814-06-0070 , IA1176814-06-0071 .

JPRS-CST-89-001 PREX 7.15/6:89/001 Digitized from IA1176814-06-0069 , IA1176814-06-0070 , IA1176814-06-0071 .

During the past five years there has been new research into the teaching of history to children. Many educators are advocating once again the teaching of history through concepts. This elementary school unit uses the concept approach to teaching history. The lesson examines the concept of war and wars' impact on the lives of a variety of people. The lesson's approach contrasts with and provides a balance to the fears and triumphs of leaders of nations who seek to preserve or extend their own economic and political power. The lesson provides identification with the impact of war rather than an attempt to create a set of heroes. It identifies eight knowledge objectives (such as defining war, explaining war's destruction, and making conclusions about the impact of war), four skills objectives, (including gathering and analyzing data), and four attitudinal objectives. A list of materials needed for the unit and trade books to be read is given. The lesson then presents a day-by-day description of classroom procedures and activities. It concludes with a list of formative and formal assessments. (BT)

This publication supports the implementation of science, technology, and society education in schools, as well as news of the nationwide network. Volume 1 includes: "The Present Opportunity in Education," a position paper of the Triangle Coalition for Science and Technology Education; "An STS Learning Cycle for Middle School Students" (Peter Rubba; Carmine DeCarlo); "A Precollege Science Enrichment Program for High School Students Using an STS Approach" (Dianne Robinson); "ERIC and Education about Science/Technology/Society" (John J. Patrick); and "Gypsy Moths in the Classroom" (Erik Mollenhauer). (DB)

This document contains the text of 71 papers presented at a national conference dealing with the relationships among science, technology and society (STS) with particular emphasis on technological literacy. Topics include: (1) emerging ideas and challenges; (2) STS in developing countries; (3) STS and government; (4) frameworks and concepts in STS education; (5) programs and courses for K-12, college/university, teacher training, continuing education, and research settings; (6) STS and women; (7) STS and values education; and (8) educational technology. Introductory remarks by Rustum Roy and an afterward by Leonard J. Waks are included. (CW)

This document contains the text of 71 papers presented at a national conference dealing with the relationships among science, technology and society (STS) with particular emphasis on technological literacy. Topics include: (1) emerging ideas and challenges; (2) STS in developing countries; (3) STS and government; (4) frameworks and concepts in STS education; (5) programs and courses for K-12, college/university, teacher training, continuing education, and research settings; (6) STS and women; (7) STS and values education; and (8) educational technology. Introductory remarks by Rustum Roy and an afterward by Leonard J. Waks are included. (CW)

This document contains the text of 71 papers presented at a national conference dealing with the relationships among science, technology and society (STS) with particular emphasis on technological literacy. Topics include: (1) emerging ideas and challenges; (2) STS in developing countries; (3) STS and government; (4) frameworks and concepts in STS education; (5) programs and courses for K-12, college/university, teacher training, continuing education, and research settings; (6) STS and women; (7) STS and values education; and (8) educational technology. Introductory remarks by Rustum Roy and an afterward by Leonard J. Waks are included. (CW)

This scientific work investigates the referrals in educational practices Science-Technology-Society in the context of northeastern Brazil, contemplates the presence of values of interests in the direction given to scientific-technological development and socio-environmental issues. Science has supported the scientific investigation in the field of Education in many countries and Technology Management Systems, an area of lower visibility, usually referred to the domain of Social Sciences and Humanities. In the specific case of Science Education, this discussion also exists, with some authors choosing the term Science Education and other Science Education. It is a position of epistemological nature that has a lot to do with the objects of study, the scientific Education of the non-specialist citizen or, in the second case, the scientific Education in curricular context.In the case of one or the other, they take as crucial the development of scientific culture as an integral part of democratic citizenship. It is the perspective of the present work, intending to reflect aspects and guidelines for the teaching of Science in an orientation of scientific culture, a concept of polysemy that always includes knowledge of content, development of critical awareness about the potential and limitations of Science and adoption of attitudes and behaviors according to the social role of each one. Thus, we signal the need to assume a new objective in educational processes, besides empowering the participation in decision-making processes involving the formulation of public policies for Science-Technology.

The implementation of this study aims to ensure the effectiveness of the Integrating Society, Science, Environment, Technology, and Collaborative Mind Mapping (ISSETCM2) learning model on mathematical literacy skills in terms of adversity quotient (AQ). This research design is quasi-experimental, with the population being all eighth-grade students in the academic year 2021/2022. The research sample was selected by cluster random. The average value of the mathematical literacy ability of the experimental class students is 72.03, and that of the control class is 50.34. Based on data interpretation and analysis of variance (ANOVA) of two-path unequal cells with a significant value of . The value of Sig is 0.001, so Sig . Based on the data, there are differences in the results of mathematical literacy skills between the learning model (ISSETCM2) and direct instruction learning models. Also, there are differences in adversity quotient categories (climbers, campers, and quitters) on mathematical literacy abilities. There is no interaction between learning model factors and adversity quotient on the results of students' mathematical literacy abilities. From these data, it can be concluded that there is an effect of the ISSETCM2 learning model on mathematical literacy skills in terms of the adversity quotient of class VIII. The research results show that each student has a different adversity quotient, which can affect students' mathematical reasoning abilities. For this reason, students need to know the adversity quotient to maximize their abilities.

The implementation of this study aims to ensure the effectiveness of the Integrating Society, Science, Environment, Technology, and Collaborative Mind Mapping (ISSETCM2) learning model on mathematical literacy skills in terms of adversity quotient (AQ). This research design is quasi-experimental, with the population being all eighth-grade students in the academic year 2021/2022. The research sample was selected by cluster random. The average value of the mathematical literacy ability of the experimental class students is 72.03, and that of the control class is 50.34. Based on data interpretation and analysis of variance (ANOVA) of two-path unequal cells with a significant value of . The value of Sig is 0.001, so Sig . Based on the data, there are differences in the results of mathematical literacy skills between the learning model (ISSETCM2) and direct instruction learning models. Also, there are differences in adversity quotient categories (climbers, campers, and quitters) on mathematical literacy abilities. There is no interaction between learning model factors and adversity quotient on the results of students' mathematical literacy abilities. From these data, it can be concluded that there is an effect of the ISSETCM2 learning model on mathematical literacy skills in terms of the adversity quotient of class VIII. The research results show that each student has a different adversity quotient, which can affect students' mathematical reasoning abilities. For this reason, students need to know the adversity quotient to maximize their abilities.

The implementation of this study aims to ensure the effectiveness of the Integrating Society, Science, Environment, Technology, and Collaborative Mind Mapping (ISSETCM2) learning model on mathematical literacy skills in terms of adversity quotient (AQ). This research design is quasi-experimental, with the population being all eighth-grade students in the academic year 2021/2022. The research sample was selected by cluster random. The average value of the mathematical literacy ability of the experimental class students is 72.03, and that of the control class is 50.34. Based on data interpretation and analysis of variance (ANOVA) of two-path unequal cells with a significant value of . The value of Sig is 0.001, so Sig . Based on the data, there are differences in the results of mathematical literacy skills between the learning model (ISSETCM2) and direct instruction learning models. Also, there are differences in adversity quotient categories (climbers, campers, and quitters) on mathematical literacy abilities. There is no interaction between learning model factors and adversity quotient on the results of students' mathematical literacy abilities. From these data, it can be concluded that there is an effect of the ISSETCM2 learning model on mathematical literacy skills in terms of the adversity quotient of class VIII. The research results show that each student has a different adversity quotient, which can affect students' mathematical reasoning abilities. For this reason, students need to know the adversity quotient to maximize their abilities.

This report contains translations/transcriptions of articles and/or broadcasts on Science and Technology.

This report contains translations/transcriptions of articles and/or broadcasts on Science and Technology.

The American Association for the Advancement of Science (AAAS) has necessarily played a major role in the debates over choices and responsibilities arising from the advances of science and its applications in a rapidly changing world. The editor of this volume has selected articles, editorials, and letters from the AAAS journal "Science," from 1949-1988, that deal with: (1) scientific freedom and responsibility; (2) the difficult ethical questions that have arisen in the practice of science and its applications; (3) the risks and benefits of new technologies and the making of decisions concerning them; (4) the conflict between the traditional openness of science and the pressures for secrecy arising from concerns over national security by government officials; and (5) other related matters. (MVL)

14 28

x, 458 pages ; 22 cm

Martin Heidegger’s thought constituted from the very beginning a watershed in philosophy. Its epoch-making relevance was immediately clear and elicited signiicant, often opposed reactions. It left a profound trace in the entire twentieth century and its inluence reaches all the way up to our present. On the one hand, with the publication of Being and Time in 1927, Heidegger delineated a powerful and systematic phenomenological hermeneutics of human existence, thereby creating the framework of European existentialism. Heidegger thus became the unavoidable point of reference for all subsequent philosophical inquiries in the continental ield. Being and Time set up the horizon of problems, method, and vocabulary for all interpretations of existence that were developed after it, including those, which opposed Heidegger’s approach vigorously.

In fall 1997, the University of Wisconsin-Whitewater (UWW) provided Science and Technology in Society, a university general studies science literacy course, to advanced placement high school students at three local high schools, using a combination of live video presentations and World Wide Web (WWW) courseware. A total of 26 high school students registered for the course. The instructors met the students personally at the beginning of the semester. At this time, they administered a learning style inventory, and a survey covering demographics, reading and television preferences, computer experience, and academic course work and interests. A pretest of course content was also given. Results of a comparison of grade point averages (GPAs) for traditional and distance education sections of the class were as follows: university students, traditional delivery--2.39 GPA; university students, WWW exercises--2.13 GPA; high school students, WWW exercises/on-site lectures--2.69 GPA; high school students, WWW exercises/video lectures--2.20 GPA. It was concluded that the combined audio/visual and WWW delivery of course content to high school students for college credit is an effective teaching strategy, in spite of some barriers due to bugs in TopClass, the selected WWW course delivery system. (DLS)

Progressive approaches to science education incorporate a social dimension based on an interdisciplinary curriculum. The importance of such an approach has been recognized by educators and many science-techonology-society (STS) programs have been developed as a response to this social need. However, such programs may fall short of their mark without adequate treatment to the process of moral education for the students engaged in these programs. This paper argues that the process of moral development and policymaking are necessary in the classroom both as a foundation of moral education and as the link which will make otherwise interesting STS programs pedagogically effective ones. This paper explores viable approaches which educators may use in presenting the idea of competing choices with respect to ethical issues in STS and an overview of some of the problems in applying ethical theory to social problems. (Author/CW)

Educators expect students to question, explain, hypothesize, and devise tests to determine validity concerning science and its applications. The traditional approach of presenting individual courses concentrating on single disciplines and ignoring linkages to other disciplines is abysmal. If we expect students to understand how science is related to the humanities, it is important to provide the links and bring the disciplines together in a coherent interdisciplinary course using Science, Technology, and Society together in a constructivist methodology. Science, Technology, and Society and constructivism recognize that science does not operate in a vacuum nor does student learning. Knowledge is continuing being assembled by learners and science learning must be taught in the scope of the human experience and understanding.

This study, prepared for the U.S. Army to assist in its analysis of Airland Operations Battle Doctrine for the Army of the twenty-first century, identifies trends and change drivers in the United States in the areas of demography, the economy, natural resources, education, society, technology, military science, and geopolitics and threat. The study concludes that two powerful forces -- demography and technology -- are driving the trends identified in the work.

The focus is on the practices of secondary science teachers in rural, resource-extraction-based communities in the boreal region of northern Ontario, Canada. In 2008 the Ontario Ministry of Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and include environmental education; topics that are particularly pertinent given the location(s) of the study in logging and mining towns. Three years after the introduction of that curriculum the researcher investigates the extent to which the mandated changes have entered teacher practice. The study consists of a survey, (n = 26), interviews (n = 7) and a closer exploration of the collaboration between two teachers who work towards including social and environmental issues in their lessons. Findings provide evidence that secondary science teachers are shifting toward a stronger emphasis issues of society and environment in their practice, however teachers identified a number of concerns including an information gap, developing new lessons, program planning, assessment, and teaching in the North. A theoretical framework developed by Pedretti and Nazir was used in the analysis of the teacher collaboration. Recommendations are for professional development to specifically address the concerns raised by the teachers; as well, changes are suggested to the theoretical framework to include a stronger emphasis on environmental education.

The Science/Technology/Society (STS) theme describes a contemporary trend in education which focuses on the teaching of issues such as air quality, nuclear power, land use, and water resources but justification for including STS in the high school core curriculum has a precedence based on historical connections among science, technology, and society. Maintaining social order, perceiving contemporary events accurately, and advancing science and technology require secondary school students to understand the nature, concepts, and processes of these disciplines in a social context. While educators have stressed a need to implement STS-based core curriculums, their recommendations have not become trends in curriculum development or reform, and curriculum reformers estimate that more than 90 percent of high school graduates have reached only the lowest levels of scientific and technological literacy. Chapter one describes a curriculum framework organized into the categories of acquisition of knowledge, utilization of cognitive skills, and the development of attitudes. Chapters two to four discuss topics, concepts, issues, attitudes, and cognitive processes that can be used as integrative threads. Chapter five examines curriculum options and alternatives, such as developing interdisciplinary courses. Chapters six and seven focus on the infusion of STS content into social studies and science courses. The concluding chapters, eight and nine, describe underlying teaching concepts, cognitive process skills, and guidelines for curriculum reform. (JHP)

Rise of radiation protection: science, medicine and technology in society, 1896--1935

Rise of radiation protection: science, medicine and technology in society, 1896--1935

Selected abstracts of papers presented at the 1989 Annual Meeting of the Atomic Energy Society of Japan held 4-6 Apr 89 in Osaka, Japan. Topics include density of plastic shell targets, nuclear fuel shipping casks, measurement of reactivity, laser isotopes, fuel reprocessing, and fuel reprocessing plants.

This report is divided into five parts. Part One entitled "Science Education for Contemporary Society: Problems, Issues and Dilemmas," explores the contemporary relationship between science and society and studies how current practices in science teaching are based on a number of myths or assumptions that are not always justified. It also examines existing obstacles to change and ends with suggesting some elements of remediation. Part Two and Part Three address "Current Trends and Main Concerns as Regards Science Curriculum Development Implementation in Selected States in Asia and in Europe." Each case study focuses first on the status of teaching science and technology in the country, secondly on the main problems in teaching science and technology, thirdly on recent reform, and fourth on innovative use of non-school resources. Part Four, "New Approaches in Science and Technology Education," presents four contributions focusing on key issues for science teaching. Part Five contains an overview of "The Challenges to Be Faced in Order to Progress towards a Greater Coherence and Relevance of Science and Technology Teaching." (SAH)

This document contains 59 papers presented at a recent national conference dealing with the relationships among science, technology, and society (STS), with a particular emphasis on technological literacy. The papers deal with such topics as: (1) the concepts and frameworks of technological literacy; (2) STS and technological literacy at the higher education level; (3) STS and technological literacy in K-12 education; (4) technological literacy and women; (5) innovations in educational technology; and (6) challenges and critiques of STS and technological literacy. Introductory remarks by George Bugliarello and Rustum Roy, and an afterword by Leonard J. Waks are included. (TW)

iv, 291 p. : 23 cm

Journal of the American Society for Information Science and Technology 2006: Volume 57 , Issue Index. Digitized from IA1643809-02 . Next issue: sim_american-documentation_2006-01-01_57_contents .

Journal of the American Society for Information Science and Technology 2006: Volume 57 , Issue Index. Digitized from IA1643809-02 . Next issue: sim_american-documentation_2006-01-01_57_contents .

Journal of the American Society for Information Science and Technology 2006: Volume 57 , Issue Index. Digitized from IA1643809-02 . Next issue: sim_american-documentation_2006-01-01_57_contents .

[1 volume]

[1 volume]

JPRS-EST-89-003 PREX 7.17/6:89/003 Digitized from IA1176801-12-0002 , IA1176801-12-0075 , IA1176801-12-0022 , IA1176801-12-0076 , IA1176801-12-0023 , IA1176801-12-0078 .

JPRS-USP-89-002 PREX 7.22/9:89/002 Digitized from IA1176808-05-0038 , IA1176808-05-0039 , IA1176808-05-0040 .

JPRS-USP-89-002 PREX 7.22/9:89/002 Digitized from IA1176808-05-0038 , IA1176808-05-0039 , IA1176808-05-0040 .

The purpose of the study was to investigate the impact of Science, Technology, Society (STS) issue oriented science methods course on pre-service teachers' views and perceptions toward STS issues and instruction as well as their levels of environmental literacy. The STS issue oriented curriculum was designed to help pre-service teachers improve their knowledge, perceptions, and attitudes toward STS issues. A mixed methodology design was utilized in this study with a sample of 93 elementary preservice teachers. The quantitative segment of the study employed a quasi-experimental pretest-posttest design incorporating a treatment and a comparison group. The qualitative component included both the observation data and interview data collected shortly after the completion of the pre and post-surveys. The quantitative and qualitative data sets were used in conjunction to present a comparative case study where the outcomes for the two groups (comparison and treatment) were compared. The sample consisted of four sections of an elementary science methods class, two of which received the experimental treatment while the other two sections received the comparison treatment for 16 weeks. A pretest on variables of environmental literacy, STS views, and STS teaching views was administered to all subjects prior to the treatments to establish the equivalency of the two groups. A posttest was also administered to all subjects at the end of the semester. The experimental group outperformed the comparison group on all the aforementioned variables and a statistical significant difference was attained at the 0.05 level with respect to each variable. Furthermore, the results of pre and post interview data collected on environmental literacy, STS views, and STS teaching views further corroborated the quantitative data. The findings suggest that the STS issue focused program positively influenced pre-service teachers' level of environmental literacy as well as their perceptions and attitudes toward STS issues and instruction of such issues to elementary students. The findings of this study revealed that pre-service teachers gain considerably from an STS framework for teaching and learning.

Journal of the American Society for Information Science and Technology 2005: Volume 56 , Issue CONTENTS. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2005_56_index . Next issue: sim_american-documentation_2005-01-01_56_1 .

Journal of the American Society for Information Science and Technology 2005: Volume 56 , Issue CONTENTS. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2005_56_index . Next issue: sim_american-documentation_2005-01-01_56_1 .

Designed to help educators address science-related social issues, this publication considers: (1) major challenges associated with science-related social issues; (2) the extent to which these challenges are being met; (3) ways in which educators can improve the education of citizens in science, technology, and social issues; and (4) promising practices that can contribute to building connections between social studies and science curricula. Three challenges outlined in the first of five sections include: (1) informing citizens about complex social issues and decisions, (2) connecting diverse fields of knowledge in school curricula, and (3) resisting antagonists of science and technology. In order to determine the extent to which these challenges are currently being met, the second section examines: goal statements in curriculum reports and major reports in the social studies and the sciences; research findings on student knowledge and attitudes regarding science, technology, and society; and analyses of current curricula and textbooks. The third section describes ways in which "integrative threads" can be used to provide common learning experiences within and between distinct courses in the social studies and sciences. The fourth section presents promising practices that can contribute to this building of connections between social studies and science curricula; the use of "decision trees" and case studies, the use of role play and simulation, and the use of instructional television and microcomputers. Concluding observations in the final section and a bibliography listing over 170 publications conclude the document. (LH)

Designed to help educators address science-related social issues, this publication considers: (1) major challenges associated with science-related social issues; (2) the extent to which these challenges are being met; (3) ways in which educators can improve the education of citizens in science, technology, and social issues; and (4) promising practices that can contribute to building connections between social studies and science curricula. Three challenges outlined in the first of five sections include: (1) informing citizens about complex social issues and decisions, (2) connecting diverse fields of knowledge in school curricula, and (3) resisting antagonists of science and technology. In order to determine the extent to which these challenges are currently being met, the second section examines: goal statements in curriculum reports and major reports in the social studies and the sciences; research findings on student knowledge and attitudes regarding science, technology, and society; and analyses of current curricula and textbooks. The third section describes ways in which "integrative threads" can be used to provide common learning experiences within and between distinct courses in the social studies and sciences. The fourth section presents promising practices that can contribute to this building of connections between social studies and science curricula; the use of "decision trees" and case studies, the use of role play and simulation, and the use of instructional television and microcomputers. Concluding observations in the final section and a bibliography listing over 170 publications conclude the document. (LH)

The Iowa-Scope, Sequence, and Coordination (SS&C) Program assists schools with reform of their entire middle school programs, grades 6-8, and features the science, technology, and society (STS) instructional approach. This reform translates to the creation of new frameworks for the school program and aims to produce "constructivist" teachers to implement the reform. One such program is evaluated by examining improvements in student learning in six learning domains: concept, process, application, creativity, attitude, and world view. Teachers were surveyed to determine changes in teacher confidence, exemplary use of certain teaching procedures, and changes in teacher perceptions of various student attributes. Pre- and posttests were administered to all students of 133 SS&C teachers during 1990-93. A comparison is made between SS&C classrooms and traditional classrooms. Statistically significant advantages were observed for female students as well as average and below average students. The evaluation reveals that the program successfully responds to calls for reform and restructuring of middle school programs. (LZ)

The Iowa-Scope, Sequence, and Coordination (SS&C) Program assists schools with reform of their entire middle school programs, grades 6-8, and features the science, technology, and society (STS) instructional approach. This reform translates to the creation of new frameworks for the school program and aims to produce "constructivist" teachers to implement the reform. One such program is evaluated by examining improvements in student learning in six learning domains: concept, process, application, creativity, attitude, and world view. Teachers were surveyed to determine changes in teacher confidence, exemplary use of certain teaching procedures, and changes in teacher perceptions of various student attributes. Pre- and posttests were administered to all students of 133 SS&C teachers during 1990-93. A comparison is made between SS&C classrooms and traditional classrooms. Statistically significant advantages were observed for female students as well as average and below average students. The evaluation reveals that the program successfully responds to calls for reform and restructuring of middle school programs. (LZ)

Based on the belief that students should have a better understanding of technology and science and their interaction with society, the course Science and Technology 11 (ST 11), was proposed in 1984 for students in grade 11 in British Columbia (Canada) who did not elect one of the existing science courses. In September 1986, this new STS course was implemented and taught to approximately 6,700 grade 11 students (about 18% of those at that grade level). A recent survey revealed that science teachers comprised 38% of the approximately 125 ST 11 teachers; Social Studies teachers and shop teachers each comprised 18.6% of the group. The ST 11 classes were reported to be almost evenly divided between a mix of academic-nonacademic students and nonacademic alone. This pilot study examined a number of questions related to the ST 11 effort. Among them were: Do S/T/S courses actually work? Does the reality match expectations as far as the goals of S/T/S education are concerned? Did the already implemented S/T/S courses have any meaningful impact on students with respect to their views on Science-Technology-Environmental-Society (STES) related issues? One of the specific conclusions reached by the study was that the ST 11 course did have an impact in the "desired" direction on the viewpoints/positions of senior high school students concerning the complex topic "science, technology and society." In general the findings implied that the attainment of S/T/S goals was feasible through the implementation of S/T/S courses within the science curricula. (TW)

In the past 15 years a new curriculum field known as "Science, Technology, and Society" or STS has been established, first in higher education and since 1982 in K-12 education. The first section of this review charts the development of the STS field since the late 1960s. Throughout the 1960s and 1970s a group of writers, called STS prophets, focused attention upon the effects of science and technology on our society. The ideas of the STS prophets were assimilated in university interdisciplinary courses that urged a "social process" view of science and technology. The second section accounts for the extension of STS into K-12 education in the period of the "excellence reports" and the attempt to rebuild science education. The primary goal that has emerged for STS education is frequently spoken of as "scientific and technological literacy." The third section considers how this form of literacy has been tied to participation as a citizen in our democratic society. Because of their lack of STS education, citizens are unable to understand, or to participate in an informed way regarding, many issues on the public agenda. To counter this crisis, established forms or other possible forms of citizen participation should be selected for special emphasis in education. A number of suggestions are summarized. The final section considers the practicability of educational reforms proposed by STS educators. Appended are 63 notes. (MLF)

Includes bibliographical references (p. 161-177) and index

Includes bibliographical references (p. 161-177) and index

Includes bibliographical references (p. 161-177) and index