1. Science, Technology, and Society in the Science Classroom
Chapter 6
Science, Technology, and Society in the Science Classroom
Science, Technology, and Society

2. Case to Consider: A Student-Centered Project
A group of high school biology students are developing a project that explores the possibility of “birth control information centers” on campus in response to the issue of teen pregnancy.
Some parents are concerned and a conference has been scheduled.
How should the teachers prepare for this meeting?
What rationale and procedures should guide this learning experience?
Science, Technology, and Society

3. How to Read This Chapter
Science-Technology-Society (STS) in the curriculum is a departure from traditional science education, due to its interdisciplinary nature, and its immersion in social issues.
In this chapter, reflect on your views of science as they related to your discipline (biology, chemistry, geology, physics) and ask yourself how these disciplines interact with technology and society.
Many strategies of teaching are presented in this chapter. Also you will find curriculum projects that are based on STS and Environmental Education (EE). You might also want to visit the websites of the projects identified in the chapter, and find others via your own research on-line or in schools.
Science, Technology, and Society

4. Invitations to Inquiry
What are the characteristics of STS & EE programs?
How is the STS perspective different from the traditional approach to science curriculum?
What strategies do science teachers use to present develop STS learning experiences?
What are some of the STS themes, and how do teachers present them in the classroom?
What are some STS curriculum examples used in today’s secondary science classrooms?
How are STS modules evaluated? Are there criteria that science teachers agree on?
Science, Technology, and Society

5. Science, Technology, and Society
Chapter 6 Map
Science, Technology, and Society

6. Science, Technology, and Society
Nature of STS
Central premise of STS: to help students develop the knowledge; skills; and affective qualities in order to take responsible action on science and technologically oriented issues.
Make a concept map showing the issues that students could learn about from the list of understandings shown here from the National Science Education Standards. Select one of the understandings.
Now take a look at the Table shown here, and compare your map to the “big ideas” for two “understandings”.
Science, Technology, and Society

7. Science, Technology, and Society
Development of STS
What is the timeline, and what are the goals for the following reports on infusing STS in school science:
National Science Teachers Association
National Science Education Standards
American Association for the Advancement of Science
Science, Technology, and Society

8. Characteristics of STS and EE Programs
How do the following elements help educators develop a rationale for including STS in school science?
Problem and Issue Oriented
Interdisciplinary Thinking
Connecting Science to Society
Global Thinking and the GAIA Hypothesis
Relevance
Science, Technology, and Society

9. Inquiry 6.1: Getting involved in STS
In this inquiry, you’ll get involved in one of the projects suggested, or create your own STS action project.
Choose one, carry it out, and report your results via a poster report.
How can you turn your project into a science lesson plan?
Science, Technology, and Society

10. Science, Technology, and Society
STS Teaching Cycle
STS teaching is not simply learning about, its learning for. In STS activities, the idea is to not only have students learn about the relevant science and issues, but to take action for the issue.
What are some events that could be used as a starting point for an STS teaching cycle? Jot down a few.
Select one of these, and use the “responsibility cycle” to describe how the event could be turned into a series of STS teaching experiences.
Figure 6.5: STS Responsibility Cycle
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11. Science, Technology, and Society
STS Methods
Which of the following STS methods would you use to help students deal with this issue: The local community wants to fill in a small pond that is adjacent to their school because it causing an “eye-sore” to the environment.
STS Value Dilemma Sheet
STS Action Dramas
Action Voting
Online Dilemma Discussion
Think Piece
Action Project
Science, Technology, and Society

12. Strategies for STS Teaching
Clarifying Values
Chemicals are harmful to humans
Nuclear power plants should be banned
Fast foods should be avoided
Smoking should be banned in public settings
STS Value Dilemmas
Dilemma Sheet
Dilemma Questions
Action Dramas
Voting
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13. Science, Technology, and Society
STS Dilemma Sheet
By use of a provocative statement (or illustration), an issue is raised that has implications for students to consider.
Photocopy or project the dilemma shown here to the class. Read the dilemma aloud as the class follows along. Pair students off, and have them respond in writing to the two questions shown here (there are more questions.
Conduct a class discussion using the two questions as a guide.
Science, Technology, and Society

14. Science, Technology, and Society
Case Study
Case studies enable students to learn about issues important to them, and also to develop high level thinking skills in a debate environment.
You can combine this strategy with the Structured Controversy presented in Chapter 9.
Visit the National Center for Case Study Teaching in Science and sketch out how you would implement one of the case in a middle or high school science course.
Science, Technology, and Society

15. Science, Technology, and Society
Action Projects
Use the information in the text, and the cycle shown here to design an action project for one of the following topics:
Waste disposal
Pollution problems and control
Recycling efforts and conservation
Zoning of land
Energy issues
Environmental protection
Local endangered wildlife concerns
Science, Technology, and Society

16. Science, Technology, and Society
STS Module Design
Using the details of the STS Module design in the Art of Teaching Science and the cycle shown here, develop the outline for a module on one of these topics:
Skin Cancer
Ground-level ozone
Acid rain
Biological terrorism
Tornado preparedness
Drinking water
Design source: Harold Hungerford, University of Southern Illinois
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17. Inquiry 6.2: STS Issues in Science Textbooks
This inquiry will give you a good idea about the kinds of STS issues presented in modern science textbooks.
You will use the results of a research study to analyze the nature and extent of STS issues in science texts.
What STS issues are emphasized in the texts you studied? How does that compare with others who did the inquiry?
Source: Holt, Rinehard & Winston, Dallas,
Texas; Life Science text, grades 6-8
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18. STS Themes & How to Teach Them
There are many potential themes for STS topics. In this section of the Art of Teaching Science, the following are presented:
In the text
Air Quality and Atmosphere
On the Companion site
Population Growth
Energy
Effects of Technological Development
Hazardous Substances
Water Resources
Utilization of Natural Resources
Environment
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19. Science, Technology, and Society
Note About the Themes
Each theme is presented via:
Background information
A specific topic is identified
STS actions are described for the theme
Resources
The material presented here can be used to develop individual STS lessons, or develop a complete week unit of study.
Science, Technology, and Society

20. Theme: Air Quality & Atmosphere
There are many opportunities to involve students in this STS Theme. The text material presents information on acid rain, and includes some STS actions.
You can also visit online projects such as GLOBE and see not only how they investigate the atmosphere, but other topics as well.
Following this slide are five slides that take you through an international projects on clean air-studying ground-level ozone
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21. International Clean Air Project: AKA Project Ozone
Location of Collaborating Schools
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22. Researching Ozone Locally
Using simple tools at the school level to monitor the air
Reading Ozone Level
What’s the wind speed?
Science, Technology, and Society

23. Science, Technology, and Society
Ecobadge
The Ecobadge is a card that changes color in the presence of ground-level ozone. The card shown
on the left is used to read the ozone level in parts per billion. Order from Vistanomics
Science, Technology, and Society

24. Science, Technology, and Society
Posting Data
A class data table used by the students to post data over a three day period.
Science, Technology, and Society

25. Science, Technology, and Society
Class Discussions
A teacher leading a discussion on the nature of the Ozone molecule.
Science, Technology, and Society

26. Presenting Conclusions
Teams of students present their findings to the rest of the class. Their results included
recommendations for making the air cleaner.
Science, Technology, and Society

27. Inquiry 6.3: STS Module Design
In this inquiry you will make use of the the information on creating STS modules, as well as the section on STS issues and how to teach them.
Science, Technology, and Society

28. STS Curriculum Examples
We review a few STS curricula and provide an Inquiry Activity for you to do the same.
The following curriculum projects are presented:
Science Education for Public Understanding Program (SEPUP)
ChemCom
Project Learning Tree (PLT)
BSCS Modules
Project Wild
Sustainability Education Project
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29. Inquiry 6.4: Evaluating an STS Module or Project
This inquiry is designed for the purpose of evaluating an STS module or project.
You might use it to evaluate an STS project, or if you created an STS module, use it to review your work.
Use the STS criteria outlined in the chapter and listed in the Inquiry to make your assessment.
What are the results of your evaluation?
Science, Technology, and Society

30. Science, Technology, and Society
Science Education Literature: Education for Environmental Sustainability by David L. Haury
Read Haury’s article and use it to develop a rationale for teaching environmental sustainability in a K-12 school district.
Science, Technology, and Society