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educator, is considered to have heavily contributed to reforms in science education. Fensham's efforts included giving greater prominence to STS in the school science curriculum (Aikenhead, 2003). The key aim behind these efforts was to ensure the development of a broad-based science curriculum, embedded in the socio-political and cultural contexts in which it was formulated. From
Fensham's point of view, this meant that students would engage with different viewpoints on issues concerning the impact of science and technology on everyday life. They would also understand the relevance of scientific discoveries, rather than just concentrate on learning scientific facts and theories that seemed distant from their realities (Fensham, 1985 & 1988).
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and responsible citizenship in the future, the scope of science education needs to go beyond learning about scientific theories, facts and technical skills. Therefore, the fundamental aim of STSE education is to equip students to understand and situate scientific and technological developments in their cultural, environmental, economic, political and social contexts (Solomon & Aikenhead, 1994; Bingle & Gaskell, 1994; Pedretti 1997 & 2005). For example, rather than learning about the facts and theories of weather patterns, students can explore them in the context of issues such as global warming. They can also debate the environmental, social, economic and political consequences of relevant legislation, such as the
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took place during the school years 2006-2007 and 2007-2008 involving an intergenerational group of researchers: 36 elementary students (grades 6, 7 & 8) working with their teachers, 6 university-based researchers, parents and community members. The goal was to come together, learn science and technology together, and use this knowledge to provide meaningful experiences that make a difference to the lives of friends, families, communities and environments that surround the school. The collective experience allowed students, teachers and learners to foster imagination, responsibility, collaboration, learning and action. The project has led to a series of publications:
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opportunities, so students are not paid for their participation. All correspondence among members is completed via e-mail, and all meetings are held via Skype, with
English as the language of instruction and publication. Students and other stakeholders are never asked to travel or leave their geographic locations, and are encouraged to publish organizational documents in their personal, primary languages, when English is a secondary language.
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137:. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural, economic, social and political contexts. In this view of science education, students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues (Solomon, 1993 and Aikenhead, 1994)
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education that would equip students to understand scientific developments in their cultural, economic, political and social contexts. This was considered important in making science accessible and meaningful to all students—and, most significantly, engaging them in real world issues (Fensham, 1985; Solomon, 1993; Aikenhead, 1994 and Hodson 1998).
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In the context of STSE education, the goals of teaching and learning are largely directed towards engendering cultural and democratic notions of scientific literacy. Here, advocates of STSE education argue that in order to broaden students' understanding of science, and better prepare them for active
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is an education-services organization that provides capstone STSE education programs free of charge to engineering students and other stakeholders. These programs are intended to complement—but not to replace—STSE coursework required by academic degree programs of study. The programs are educational
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Learning about inventions or scientific theories through the lives and worlds of famous scientist. Students can research their areas of interest and present them through various activities: e.g. drama-role play, debates or documentaries. Through this kind of exploration, students examine the values,
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However, many science teachers find it difficult and even damaging to their professional identities to teach STSE as part of science education due to the fact that traditional science focuses on established scientific facts rather than philosophical, political, and social issues, the extent of which
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STSE education draws on holistic ways of knowing, learning, and interacting with science. A recent movement in science education has bridged science and technology education with society and environment awareness through critical explorations of place. The project
Science and the city, for example,
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Teachers are often faced with the challenge of transforming classroom practices from task-oriented approaches to those which focus on developing students' understanding and transferring agency for learning to students (Hughes, 2000). The table below is a compilation of pedagogic approaches for STSE
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Real life events within the community, at the national or international level, can be examined from political, economic, ethical and social perspectives through presentations, debates, role-play, documentaries and narratives. Real life events might include: the impact of environmental legislations,
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Harrington, Maria C.R. (2009). An ethnographic comparison of real and virtual reality field trips to
Trillium Trail: The salamander find as a Salient Event. In Freier, N.G. & Kahn, P.H. (Eds.), Children, Youth and Environments: Special Issue on Children in Technological Environments, 19 (1): .
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This is the most widely applied approach to STSE education. It stimulates an understanding of the science behind issues, and the consequences to society and the environment. A multi-faceted approach to examining issues highlights the complexities of real-life debates. Students also become aware of
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However, although the wheels of change in science education had been set in motion during the late 1970s, it was not until the 1980s that STS perspectives began to gain a serious footing in science curricula, in largely
Western contexts (Gaskell, 1982). This occurred at a time when issues such as,
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The goals of STSE education may challenge the values and beliefs of students and teachers—as well as conventional, culturally entrenched views on scientific and technological developments. Students gain opportunities to engage with, and deeply examine the impact of scientific development on their
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is an account of the discovery of DNA. This historical narrative can be used to explore questions such as: “What is science? What kind of research was done to make this discovery? How did this scientific development influence our lives? Can science help us understand everything about our world?”
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Over the last two decades, STSE education has taken a prominent position in the science curricula of different parts of the world, such as
Australia, Europe, the UK and USA (Kumar & Chubin, 2000). In Canada, the inclusion of STSE perspectives in science education has largely come about as a
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At best, STSE education can be loosely defined as a movement that attempts to bring about an understanding of the interface between science, society, technology and the environment. A key goal of STSE is to help students realize the significance of scientific developments in their daily lives and
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There is no uniform definition for STSE education. As mentioned before, STSE is a form of STS education, but places greater emphasis on the environmental consequences of scientific and technological developments. In STSE curricula, scientific developments are explored from a variety of economic,
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can be used to stimulate STSE education in the classroom. As illustrated in the table below, the pedagogies used in STSE classrooms need to take students through different levels of understanding to develop their abilities and confidence to critically examine issues and take responsible action.
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The interdisciplinary nature of STSE education requires teachers to research and gather information from a variety of sources. At the same time, teachers need to develop a sound understanding of issues from various disciplines—philosophy, history, geography, social studies, politics, economics,
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As they plan and implement STSE education lessons, teachers need to provide a balanced view of the issues being explored. This enables students to formulate their own thoughts, independently explore other opinions and have the confidence to voice their personal viewpoints. Teachers also need to
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The STS movement has a long history in science education reform, and embraces a wide range of theories about the intersection between science, technology and society (Solomon and
Aikenhead, 1994; Pedretti 1997). Over the last twenty years, the work of Peter Fensham, the noted Australian science
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This ideal raises difficulties. Most science teachers are specialized in a particular field of science. Lack of time and resources may affect how deeply teachers and students can examine issues from multiple perspectives. Nevertheless, a multi-disciplinary approach to science education enables
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Although advocates of STSE education keenly emphasize its merits in science education, they also recognize inherent difficulties in its implementation. The opportunities and challenges of STSE education have been articulated by Hughes (2000) and
Pedretti & Forbes, (2000), at five different
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and the growing impact of technological innovation on social infrastructure, were beginning to raise ethical, moral, economic and political dilemmas (Fensham, 1988 and
Osborne, 2000). There were also concerns among communities of researchers, educators and governments pertaining to the general
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Since STSE education has multiple facets, there are a variety of ways in which it can be approached in the classroom. This offers teachers a degree of flexibility, not only in the incorporation of STSE perspectives into their science teaching, but in integrating other curricular areas such as
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among school students, science educators began to grapple with the quandary of how to prepare students to be informed and active citizens, as well as the scientists, medics and engineers of the future (e.g. Osborne, 2000 and
Aikenhead, 2003). Hence, STS advocates called for reforms in science
278:. This document highlights a need to develop scientific literacy in conjunction with understanding the interrelationships between science, technology, and environment. According to Osborne (2000) & Hodson (2003), scientific literacy can be perceived in four different ways:
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Helps students formulate an understanding of the different outlooks on the nature of science, and how differing viewpoints on the nature and validity of scientific knowledge influence the work of scientists—demonstrating how society directs and reacts to scientific innovation.
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Pedretti, E., Hewitt, J., Bencze, L., Jiwani, A. & van Oostveen, R. (2004) Contextualizing and promoting Science, Technology, Society and Environment (STSE) perspectives through multi-media case methods in science teacher education. In D.B Zandvliet (Ed.),
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One collective publication, authored by the students, teachers and researchers together is that of a community zine that offered a format to share possibilities afforded by participatory practices that connect schools with local-knowledges, people and places.
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Alsop, S., & Ibrahim, S. 2007. Searching for Science Motive: Community, Imagery and Agency. Alberta Science Education Journal (Special Edition, Shapiro, B. (Ed.) Research and writing in science education of interest to those new in the profession). 38(2),
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Hughes, G. (2000) Marginalization of socio-scientific material in science-technology-society science curricula: some implications for gender inclusivity and curriculum reform, Journal of Research in Science Teaching, 37 (5):
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history, geography, social studies and language arts (Richardson & Blades, 2001). The table below summarizes the different approaches to STSE education described in the literature (Ziman, 1994 & Pedretti, 2005):
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Alsop, S., & Ibrahim, S. 2008. Visual journeys in critical place based science education. In Y-J. Lee, & A-K. Tan (Eds.), Science education at the nexus of theory and practice. Rotterdam: SensePublishers
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Such an exploration reveals the social and historical context of philosophical debates about the nature of science—making this kind of inquiry concrete, meaningful and applicable to students’ realities.
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lives from a critical and informed perspective. This helps to develop students' analytical and problem solving capacities, as well as their ability to make informed choices in their everyday lives.
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Alsop S., Bencze L., Pedretti E. (eds), (2005). Analysing Exemplary Science Teaching. Theoretical lenses and a spectrum of possibilities for practice, Open University Press, Mc Graw-Hill Education
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approach to science education, where there is a seamless integration of economic, ethical, social and political aspects of scientific and technological developments in the science curriculum.
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environment and science. This is so that students’ knowledge base can be appropriately scaffolded to enable them to effectively engage in discussions, debates and decision-making processes.
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Engaging students in examining a variety of real world issues and grounding scientific knowledge in such realities. In today's world, such issues might include the impact on society of:
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beliefs and attitudes that influenced the work of scientists, their outlook on the world, and how their work has impacted our present circumstances and understanding of science today.
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A way of humanizing science. This approach examines the history of science through concrete examples, and is viewed as way of demonstrating the fallibility of science and scientists.
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Developing students’ capacities and confidence to make informed decisions, and to take responsible action to address issues arising from the impact of science on their daily lives.
321:. This is thought to provide a richer, more meaningful and relevant canvas against which scientific theories and phenomena relating to weather patterns can be explored (Pedretti
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Using historical narratives or stories of scientific discoveries to concretely examine philosophical questions and views about science. For example, “The Double Helix” by
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Pedretti, E. (1996) Learning about science, technology and society (STS) through an action research project: co-constructing an issues based model for STS education.
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These are examples of books available for information on STS/STSE education, teaching practices in science and issues that may be explored in STS/STSE lessons.
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The Councils of Ministers of Education, Canada, website is a useful resource for understanding the goals and position of STSE education in Canadian Curricula.
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Richardson, G., & Blades, D. (2001) Social Studies and Science Education: Developing World Citizenship Through Interdisciplinary Partnerships
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cultivate safe, non-judgmental classroom environments, and must also be careful not to impose their own values and beliefs on students.
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students to gain a more rounded perspective on the dilemmas, as well as the opportunities, that science presents in our daily lives.
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Bingle, W. & Gaskell, P. (1994) Science literacy for decision making and the social construction of scientific knowledge.
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industrial accidents and the influence of particular scientific or technological innovations on society and the environment.
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The ability to formulate sound ethical and moral decisions about issues arising from the impact of science on our daily lives
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Pedretti, E. (1997) Septic tank crisis: a case study of science, technology and society education in an elementary school.
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Fensham, P.J. (1988) Familiar but different: Some dilemmas and new directions in science education. In P.J. Fensham (ed.),
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Ziman, J. (1994) The rationale of STS education is in the approach. In Solomon, J. & Aikenhead, G. (eds.) (1994).
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education described in the literature (e.g. Hodson, 1998; Pedretti & Forbes 2000; Richardson & Blades, 2001):
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297:: Broadening knowledge and understanding of science to include the interface between science, technology and society.
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291:: Having the knowledge, skills and attitudes that are essential for a career as scientist, engineer or technician.
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Common Framework of science learning outcomes, Pan Canadian Protocol for collaboration on School Curriculum (1997)
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523:*Alsop, S., Ibrahim, S., & Blimkie, M. (Eds.) (2008) Science and the city: A Field Zine. Toronto: Ontario. .
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Enabling students to formulate a critical understanding of the interface between science, society and technology.
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285:: Developing the capacity to read about and understand issues pertaining to science and technology in the media.
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environmental, ethical, moral, social and political (Kumar and Chubin, 2000 & Pedretti, 2005) perspectives.
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Knowledge, skills and confidence to express opinions and take responsible action to address real world issues
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Homer-Dixon, T. (2001). The Ingenuity Gap: Can We Solve the Problems of the Future? (pub.) Vintage Canada.
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Gailbraith D. (1997). Analyzing Issues: science, technology, & society. Toronto: Trifolium Books. Inc.
587:- Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology
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Pedretti, E. (2005) STSE education: principles and practices in Aslop S., Bencze L., Pedretti E. (eds.),
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Analysing Exemplary Science Teaching: theoretical lenses and a spectrum of possibilities for practice
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public's lack of understanding about the interface between science and society (Bodmer, 1985; Durant
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Science & technology education promoting wellbeing for individuals, societies & environments
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Science & technology education promoting wellbeing for individuals, societies & environments
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Pedretti, E., & Forbes (2000) From curriculum rhetoric to classroom reality, STSE education.
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Aikenhead, G.S. (1994) What is STS science teaching? In Solomon, J. & G. Aikenhead (eds.),
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Gaskell, J.P. (1982) Science, technology and society: Issues for science teachers.
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In essence, STSE education aims to develop the following skills and perspectives
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Hodson, D. (2003) Time for action: Science education for an alternative future.
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A Vision for Science Education: Responding to the world of Peter J. Fensham
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Science Technology and Society: A sourcebook or research and practice
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the various motives for decisions that address environmental issues.
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foster a voice of active citizenship (Pedretti & Forbes, 2000).
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Aikenhead, G.S. (2003) STS Education: a rose by any other name. In
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599:"Currents in STSE Education: Mapping a Complex Field, 40 Years On"
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many educators find to be devaluing to the scientific curriculum.
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1989 and Millar 1996). In addition, alarmed by the poor state of
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Depending on teacher experience and comfort levels, a variety of
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Teaching and Learning Science: Towards a Personalized Approach
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Tokyo Global Engineering Corporation, Japan (and global)
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STS Education: International Perspectives in Reform
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STS Education: International Perspectives in Reform
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STS Education: International Perspectives in Reform
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781:, Open University Press, Mc Graw-Hill Education
794:Solomon, J. & Aikenhead, G. (eds.) (1994)
689:Developments and dilemmas in science education
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228:and environmental legislations, such as the
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718:International Journal of Science Education
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645:Alsop, S. & Hicks, K. (eds.), (2001)
106:Learn how and when to remove this message
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691:. New York: Falmer Press pp. 1–26.
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668:The Public Understanding of Science
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514:Science and the city: A Field Zine
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924:Economics of scientific knowledge
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355:Summary table: Curriculum content
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670:. London: The Royal Society
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57: –
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51:Find sources:
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41:
35:
34:
29:This article
27:
23:
18:
17:
1700:Associations
1535:criticism of
1445:Leapfrogging
1428:linear model
1314:Team science
1304:Scientocracy
1227:Neo-colonial
977:Anthropocene
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413:Issues-based
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186:Goals of STS
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133:movement in
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93:
83:
76:
69:
62:
50:
38:Please help
33:verification
30:
1545:theories of
1530:and society
1526:Technology
1520:transitions
1510:determinism
1505:convergence
1480:Technocracy
1262:controversy
1248:Scientific
1232:post-normal
1177:Metascience
1147:Consilience
1132:Antiscience
997:Neo-Luddism
992:Fuzzy logic
567:STEM fields
368:Description
289:Utilitarian
224:practices,
1727:Categories
1683:Technology
1635:science of
1630:history of
1515:revolution
1423:disruptive
1413:Innovation
1408:Hype cycle
1353:Technology
1324:ecological
1297:skepticism
1287:misconduct
1272:enterprise
1090:scientific
1017:Positivism
987:Empiricism
969:Philosophy
380:Historical
295:Democratic
96:April 2020
66:newspapers
1590:Factor 10
1418:diffusion
1257:consensus
1252:community
1217:education
1057:Sociology
1032:Scientism
911:Economics
471:pedagogic
127:education
1710:Scholars
1705:Journals
1695:Category
1669:Portals
1550:transfer
1540:dynamics
1490:feminist
1292:priority
1277:literacy
1237:rhetoric
1203:Science
1167:Logology
540:See also
502:291–303.
363:Approach
301:Economic
283:Cultural
1673:Science
1355:studies
1267:dissent
1207:citizen
1124:studies
1122:Science
1069:Social
934:History
562:Science
373:Example
325:2005).
232:or the
80:scholar
1567:Policy
1500:change
1433:system
1282:method
1222:normal
675:Nature
508:17–24.
323:et al.
175:et al.
82:
75:
68:
61:
53:
847:Books
764:Orbit
573:Notes
312:Goals
87:JSTOR
73:books
1438:user
1341:STEM
1242:wars
123:STSE
59:news
611:doi
42:by
1729::
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220:,
216:,
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203:HI
168:,
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