Adopting an explicit and reflective approach to the teaching of the history and philosophy of science is useful in promoting high school students' understanding of the nature of science. Whereas the history of science is usually signposted clearly in the school science curriculum, the philosophy of science is considered to be embedded in and…

Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the "Applied Science for Engineering" two-year diploma program as well as the "Engineering Transfer" two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program…

Purpose: This paper aims to explain the relevance of science-society interfaces and their potential for higher education institutions to engage stakeholders in supporting sustainable change in cities, via the transdisciplinary learning and teaching approach of the Regional Centre of Expertise on Education for Sustainable Development Vienna.…

Describes the development, implementation, successes, and challenges of a required general education course formally entitled "Environment, Technology, and Society." (JRH)

Describes a course entitled "Science, Technology and the Public in the Nineteenth Century" that incorporates history and biology in order to make non-science majors more aware of both the process of science and its relationship to society. Discusses Louis Pasteur's life and accomplishments as an example of course content. Contains 18…

Describes a course that explores the ways in which geology can have an underlying influence on human events that is much deeper and more subtle than the distribution of resource wealth and geologic hazards. The course revolves around a series of geological topics that have direct relevance to particular prehistoric, historical, political, or…

Describes the set up, organization, structure, and evaluation of an interdisciplinary course on science, technology, and needs of society. (PR)

This is the outline of a course designed to explore the complex interrelationships between science, technology and society. Units include: an introduction to the nature of science; exploration of the scientific method and its limitations; impact of science on learning; development of a technological society; and selected topics of modern science.…

Presented is a course that applies concepts from sociology, anthropology, linguistics, and social studies of science to the question of expert status. Included are major concepts to be covered, suggested readings and annotated bibliography, and possible class exercises. (KR)

Described is a course designed to demonstrate the interactions of science, technology, and society and present effective ways to integrate science/technology/societal issues into the curriculum. Included are the course development, goals, content, selection criteria, project impact, course evaluation, and conclusion. (KR)

A rationale for a science of context is provided. Suggests environmental science as such a science. Two teaching programs are used as examples of successful programs. (CW)

This paper outlines a three semester hour undergraduate, core course in Scientific Inquiry that increases student knowledge and advances student skills in understanding science as knowledge, process, and human enterprise. This course was developed as a bridge between science and the humanities and a bridge for entry-level students in the…

Describes the goals and organization of the first in a series of courses that have an interdisciplinary concentration at Virginia Polytechnic Institute and State University. Also discusses three of the upper-level courses in the series and highlights the educational goals of this approach. (ML)

Describes a chemical engineering course for liberal arts students that is taught from a scientific, social, and symbolic perspective. A summary of the early days of oil refining is included as representative of one of the major content segments of the course. (ML)

Described is a one-semester interdisciplinary course for upper division undergraduate students. Discussed are keynote speakers, course content, reading materials, evaluation of students, and course modifications. An advertisement for the course and a copy of the course outline are included. (CW)