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This teacher's guide was designed to be used with senior high school level classes as a supplement to existing programs in the areas of science and social studies. Each of the 12 chapters included in the guide may be used independently or may be combined into a separate course on the relationships between science, technology, and society. The separate chapters deal with: (1) technology; (2) decision making in a high-tech world; (3) genetic engineering; (4) artificial intelligence; (5) nuclear energy; (6) acid precipitation; (7) hazardous wastes in the environment; (8) food and agriculture; (9) organ transplantation; (10) transportation; (11) robotics; and (12) technology and decision making. The teacher's guide includes lesson plans, teaching tips, and student handouts and worksheets. (TW)

JPRS-EST-89-004 PREX 7.17/6:89/004 Digitized from IA1176801-12-0003 , IA1176801-12-0080 , IA1176801-12-0081 , IA1176801-12-0014 , IA1176801-12-0082 .

JPRS-EST-89-004 PREX 7.17/6:89/004 Digitized from IA1176801-12-0003 , IA1176801-12-0080 , IA1176801-12-0081 , IA1176801-12-0014 , IA1176801-12-0082 .

JPRS-EST-89-004 PREX 7.17/6:89/004 Digitized from IA1176801-12-0003 , IA1176801-12-0080 , IA1176801-12-0081 , IA1176801-12-0014 , IA1176801-12-0082 .

Journal of the American Society for Information Science and Technology 2004: Volume 55 , Issue CONTENTS. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2004_55_index . Next issue: sim_american-documentation_2004-01-01_55_1 .

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)

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.

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.

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.

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.

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.

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.

JPRS-JST-89-002 PREX 7.16/6:89/002 Digitized from IA1176816-03-0012 , IA1176816-03-0014 , IA1176816-03-0015 .

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 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.

This article describes the process of institutionalization of science, technology, and society studies taking place in Cuba during the 1990s. It discloses the characteristics of the Master's program currently being developed in collaboration with the Universities of Havana, Cienfuegos (both in Cuba), Oviedo, and Barcelona (both in Spain). The article comments briefly on some of the characteristics of the process of institutionalization, relating them to the theoretical traditions that have been most influential and to the social processes that provide particular orientation. (Author/WRM)

Technology education is evolving as an essential subject in schools. Because it is a new subject there are varying opinions about what technology education is and where and how it should be taught. This booklet focuses on answering questions related to technology education including those dealing with the relationship between technology and science, the current status of technology education, and the education of future citizens to live in a technological world that is becoming increasingly complex. Chapter titles include: "Technology and Science"; "What is Technology Education"; "A Historical Perspective"; "Three Levels of Technology Education" (awareness of technology, technological literacy, and technological capability); "Technology Education and the Science, Technology, Society Movement"; and "Conclusion." Resources in technology education are listed. (Contains 31 references.) (JRH)

The information in this volume is derived chiefly from a 1975 national survey of academic activities in the interdisciplinary area of science, technology, and society (STS), a general term meant to encompass such topical designations as science and technology policy, ethics and values in science and technology, science and humanities, technology assessment and forecasting, technology and human affairs, etc. Teaching and research activities are listed for nearly 400 U.S. colleges and universities, including descriptions of over 2300 courses and over 100 formal programs, institutes, centers, etc. STS-related activities are listed for selected professional organizations, research corporations, government agencies, public interest groups, and foundations. Separate listings of teaching materials, bibliographic resources, and periodicals are also included. (Author)

This teacher's guide was developed to assist teachers in supplementing junior high and high school science and social studies programs with a study of the relationships between science, technology, and society (STS). The program is intended to focus on the improvement of student knowledge about STS issues and the teaching of skills related to logical reasoning, critical thinking, problem solving and decision-making. The document contains major sections on: (1) science education for the 1980s and beyond; (2) preparing today's students for tomorrow's world; (3) the science-technology-society program (providing information on the audience, program usage, program objectives, theoretical basis, the development of mental structures, the development of thinking skills, the acquisition of knowledge and information, and the socio-scientific reasoning model); and (4) teaching approaches (including readings, development of critical thinking through reading, classroom discussion activities, questioning strategies, writing activities, dilemma discussions, and debates). (TW)

Journal of the American Society for Information Science and Technology 2002: Volume 53 , Issue Index. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2001-12_52_14 . Next issue: sim_american-documentation_2002_53_contents .

Journal of the American Society for Information Science and Technology 2002: Volume 53 , Issue Index. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2001-12_52_14 . Next issue: sim_american-documentation_2002_53_contents .

Journal of the American Society for Information Science and Technology 2002: Volume 53 , Issue Index. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2001-12_52_14 . Next issue: sim_american-documentation_2002_53_contents .

[1 volume]

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x, 458 pages ; 22 cm

x, 458 pages ; 22 cm

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)

This student guide was designed to be used with senior high school level classes as a supplement to existing programs in the areas of science and social studies. Each of the 12 chapters included in the guide may be used independently or may be combined into a separate course on the relationships between science, technology, and society. The separate chapters deal with: (1) technology; (2) decision making in a high-tech world; (3) genetic engineering; (4) artificial intelligence; (5) nuclear energy; (6) acid precipitation; (7) hazardous wastes in the environment; (8) food and agriculture; (9) organ transplantation; (10) transportation; (11) robotics; and (12) technology and decision-making. Each chapter of the student guide contains independent reading assignments, discussion questions, activities, and simulations. (TW)

This is the second of a three-volume set containing papers related to the theme of science and technology education. This volume relates technology education and science-technology-society (STS) to the quality of life with respect to: (1) the impact on everyday life situations; (2) decisions a responsible citizen has to make when dealing with controversial societal issues; and (3) the impact on future careers and the potential impact on the future products of scientific and technological research on careers. The symposium consisted of three working groups dealing with these areas from the point of view of science education; technology education; and science, technology and society (STS). (ML)

This volume compiles Spanish translations of seven articles on different aspects of Science, Technology and Society Education. The papers, originally written in English, were used during the first in-service training seminar for high school science teachers, which took place in Mayaguez under (Puerto Rico) joint sponsorship of the National Science, Technology, and Society (STS) Network, the Puerto Rico Department of Education, and the University of Puerto Rico, Mayaguez. Original English titles and authors of the papers translated are: (1) "The ABC's of Science, Technology and Society" by Rustum Roy and Leonard Waks; (2) "STS Developments Across the World" by William F. Williams; (3) "The Emergence of a New Synthesis for Biology Education" by Paul deHart Hurd; (4) "The Responsibility Cycle" by Leonard Waks; (5) "Identifying STS Issues and Themes: Some Conceptual Tools" by Margarita Pena Borrero and Leonard Waks; (6) "Developing an STS Thematic Unit" by Frederick Staley; and (7) "School-Community Relations for Ethics and Values in STS Education" by Leonard Walls. (Author)

Science, Technology, and Society (STS) orientations can serve to integrate educational change as identified by the National Science Education Standards and Project 2061. Students learn through discovery with the help of STS and make connections within the real world. The implementation of STS orientations into the science curriculum requires teachers and students to take more responsibility; however, the benefits of STS are in line with education reforms. This paper provides an overview of discussions on STS orientations into the curriculum and develops a shared philosophical practice about them within the curriculum in order to bring different communities together in research, practice, and theory. (Contains 38 references.) (Author/YDS)

Journal of the American Society for Information Science and Technology 2003: Volume 54 , Issue CONTENTS. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2003_54_index . Next issue: sim_american-documentation_2003-01-01_54_1 .

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 2001: Volume 52 , Issue CONTENTS. Digitized from IA1643808-02 . Previous issue: sim_american-documentation_2001_52_index . Next issue: sim_american-documentation_2001-01_52_1 .

This paper makes a case for considering science as one of the humanities by describing the use of the Chautauqua Model in the state of Iowa to affect teacher attitude and behavior. The model includes a two-week experience with science, technology, and society teaching and learning (STS); a two-and-one-half day short course; planning and usage of a 20-day STS module; identification of local resources; and a follow-up short course. A discussion of the positive effects of STS instruction is also included. (DDR)

(Purpose) This literature review discusses the history and application of science, technology, and society (STS) teaching methodologies. (Findings) Topics addressed in this paper include: (1) developmental history of STS; (2) fundamental beliefs of STS practitioners; (3) STS methodology in the classroom; (4) Difficulty in implementing STS; (5) STS as reducing content based knowledge in students; (6) STS as increasing student motivation; (7) STS as increasing student involvement in community issues; (8) STS as increasing science content knowledge and mastery; (9) Current findings within the research field; and (10) Future directions in STS implementation within the educational system. (Conclusions) After an overview of the literature, a general trend of STS increasing student motivation and community involvement was observed, while the effects of STS in terms of content mastery has long been a subject of debate, with more recent research presenting data in favor of STS in terms of general student knowledge acquisition.

(Purpose) This literature review discusses the history and application of science, technology, and society (STS) teaching methodologies. (Findings) Topics addressed in this paper include: (1) developmental history of STS; (2) fundamental beliefs of STS practitioners; (3) STS methodology in the classroom; (4) Difficulty in implementing STS; (5) STS as reducing content based knowledge in students; (6) STS as increasing student motivation; (7) STS as increasing student involvement in community issues; (8) STS as increasing science content knowledge and mastery; (9) Current findings within the research field; and (10) Future directions in STS implementation within the educational system. (Conclusions) After an overview of the literature, a general trend of STS increasing student motivation and community involvement was observed, while the effects of STS in terms of content mastery has long been a subject of debate, with more recent research presenting data in favor of STS in terms of general student knowledge acquisition.

The Program on Science, Technology and Society (POSTS), directed toward understanding a technologically dependent civilizations, aims to illuminate the interrelation of technology and culture by means of more effective communication between specialists in the natural, behavioral, and policy studies. This report contains short, substantive descriptions of research projects undertaken by fellows of the program between September 1973 and August 1974 as well as a list of their recent publications and presentations. (Authors)

The study reports on an investigation about the impact of science-technology-society (STS) instruction on middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an attempt to improve student understanding of NOS concepts. The major findings of the study suggest that students experiencing STS instruction improve their understanding of the nature of science and attitudes toward science significantly more than do students who were instructed with traditional instruction. Analysis of the data indicates that students in STS classrooms attain more positive changes in their views about the NOS. Specifically, the STS students displayed powerful changes in their understanding of the ways in scientific theories and the scientist. Implications for improving teacher professional development programs are suggested.

We provide services to people with disabilities by providing them alternate formats of their readings. If you have permission, access the Administator's interface . Website: Virginia Tech, Department of Science, Technology, and Society

We provide services to people with disabilities by providing them alternate formats of their readings. If you have permission, access the Administator's interface . Website: Virginia Tech, Department of Science, Technology, and Society

We provide services to people with disabilities by providing them alternate formats of their readings. If you have permission, access the Administator's interface . Website: Virginia Tech, Department of Science, Technology, and Society

We provide services to people with disabilities by providing them alternate formats of their readings. If you have permission, access the Administator's interface . Website: Virginia Tech, Department of Science, Technology, and Society

We provide services to people with disabilities by providing them alternate formats of their readings. If you have permission, access the Administator's interface . Website: Virginia Tech, Department of Science, Technology, and Society

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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 .

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)

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)