It is apparent that many of us live in a hyper-economized world, in which personal identities and routine practices are significantly oriented towards production and consumption of for-profit goods and services. Extreme consumerism resulting from this orientation often is associated with many personal, social, and environmental problems.…

Explains science teachers' perceptions and decisions about the development and implementation of a science/technology/society curriculum. Discusses the teacher interviews based on teachers' decisions. Summarizes five themes: concerns over content, discomfort with grouping, uncertainties about evaluation, frustrations about student population, and…

Focuses on changes taking place in the teaching of science as part of general education. Contends that the new science curriculum should be focusing on the utilization of science technology for public welfare and human benefit. (Contains 33 references.) (Author/YDS)

Examined is the program and professional development process that has characterized past and current science curriculum reform efforts. Illustrated are fundamental educational reform problems. Discussed is the importance of teacher involvement in educational decision making. (KR)

Reports on student attitudes toward science-technology-society (STS) after visiting a science-technology museum and considers what variable factors of the visitation impacted these attitudes. Results indicated that significant differences in attitudes were present between visiting and nonvisiting students and between grade levels. (TW)

Reviews findings from a survey which focused on the teaching of global problems related to science and technology. Includes a ranking of 12 global problems and a listing of the survey's results. Presents six specific policy recommendations for programs and practices which support a Science-Technology-Society theme. (ML)

Reports on a study of the cognitive preferences of twelfth grade students in Israel. Results indicated that, during the last ten years, Israeli students have become more oriented toward application. (TW)

Concepts, categories, time allotment, and instructional techniques associated with teaching Science/Technology/Society issues were examined for 65 exemplary secondary level science teachers. An analysis of a Science Teaching Issue Opinionnaire and another questionnaire are presented. Thirty-two references are listed. (CW)

Outlines an in-depth case study of teachers' use of image processing in biology, earth science, and physics classes in one high school science department. Explores issues surrounding technology implementation. Contains 21 references. (DDR)

Content of seven high school chemistry textbooks were examined for curriculum balance and emphasis on aspects of scientific literacy: science as a body of knowledge; science as a way of investigating; science as a way of thinking; and interaction among science, technology, and society. Quantity of written material and textbook aids in chapters…

Tracks classroom research on a technology-rich inquiry weather program with six urban science teachers. Investigates students' achievement of content and inquiry as well as technology's contribution to inquiry science and positive learning values. (Contains 30 references.) (Author/YDS)

The author proposes that science curriculums be altered from teaching specialized subject matter and that more time be devoted to applying the disciplines to practical problems as well as imparting competencies in inquiry and values and attitudes concerning evidence and argument, certainty and uncertainty. (BR)

Value orientations of students were investigated as a function of measured intelligence, general academic average, chemistry grade and sex. Value orientations of teachers were investigated as a function of level of university chemistry preparation, level of teaching experience, and biology teaching involvement. (GS)

A selection of Views on Science-Technology-Society (VOSTS) items was made and administered to postgraduate trainee science teachers. Findings are discussed, compared with those from the Canadian study, and reviewed in the context of professional development of science teachers. (Author/DKM)

Examined and confirmed are differences in science and nonscience majors in the ways in which they obtain information about science and technology. Importance of these information sources was determined for each group: radio, television, newspaper, news magazine, scientific journal, family, friends, and faculty. (CS)