Science policy studies and the social studies of science are two ways to approach science-technology-society (STS) education. This paper applies the two perspectives to STS education and explores the implications of the two approaches for the domain of STS education and the relationship to science education. (YP)

Discussed is the history of school science curriculum reform from the Sputnik era to 1990. The relationship between the crisis in the 1950s and 1990 is addressed. A list of curriculum development programs for all levels and special needs students is included. (KR)

Discusses teacher knowledge of nature of science. Asserts this is aspect of science content knowledge frequently neglected in teacher education. Differentiates between positivism and postpositivism. Describes textbook's role in fostering student misconceptions of nature of science. Suggests students be given chance to carry out their own…

Speculative philosophical methodology was used to generate ideas about ways science teachers might help students recognize and unlearn erroneous notions about science and replace them with sound new science concepts without lessening students' intellectual self-confidence or alienating their receptivity to further science learning. The research…

The fields of science education and science studies and their respective academic communities, while appearing to have many potential points of contact, remain surprisingly separate, with little apparent recognition of the relevance to the interests of each to work done within the other traditions. As a field of study science education deals with…

This paper is based on the work of Thomas Kuhn, a physicist turned philosopher and historian of science. In his book, "The Structure of Scientific Revolution," he posited a new concept of the nature and history of science and strongly criticized the current textbook tradition of science education. This study analyzed Kuhn's concept of…

Described are lay-ideas which may exist about ionizing radiation, the importance of these ideas for risk management, and the relationships between various lay-ideas. Lay-ideas were used to gain a better insight into the problems of learning about ionizing radiation and to construct appropriate teaching materials and strategies. (KR)

Reviews research from the past 40 years on students' and teachers' conceptions of the nature of science, clarifies the basic assumptions and logic which have guided earlier research efforts, contrasts the results from qualitative and quantitative research, makes recommendations about research methods, and suggests avenues for future research about…

Provides a selected bibliography of items from the periodic literature that pertain to a variety of variables involved in the relationship between science, technology, and society. Includes the address of the author for the purpose of obtaining reprints. (TW)

Science education seems to have become fashionable again, and with it the recurrent theme of scientific literacy for the masses. Some 25 years ago it was mainly the launching of Sputnik that triggered a curriculum reform movement in science and mathematics. Today, the impetus for reform and the achievement of scientific literacy appears related to…

Discusses some of the major research in science education published during the last 10 years in order to raise some of the methodological issues involved. Illustrates the progress that has been made along the path toward a science of teaching science. (CW)

Aims to clarify the relationship between science education and the science-technology-society (STS) theme and to develop a justification for the inclusion of the STS theme. Examines the current debate over definitions in science education, and provides an historical perspective of science education's purpose as a social institution. (TW)

Discusses the role of science centers in science education and teacher training. Traces the history of science centers and describes some of the new programmatic thrusts of such facilities. Addresses the raising of standards for science centers. (TW)

Reports on a study designed to analyze six primary science education journals published in 1985 and compares the results with some baseline data collected in 1970. Results indicated that the amount of material being published per year during that period increased, with additional emphasis on methods of teaching. (TW)

Describes some topics of French research: relationships between teaching and learning, choices and constraints of the didactic system, role of the computer, and forms of the functioning knowledge. (YP)