Springer Nature is making SARS-CoV-2 and COVID-19 research free. View research | View latest news | Sign up for updates

Beyond STS: An energy education curriculum context for the 21st century

This is a preview of subscription content, log in to check access.


  1. Aldridge, W. G. (1991, May 8). Improve science education using basic science with applications.NSTA Reports, 32.

  2. Association for Science Education. (1990).Science and technology in society. Hatfield, UK: Author.

  3. Bookout, J. (1989). Two centuries of fossil fuel energy.Episodes, 12(4), 257–262.

  4. Brook, A., & Driver, R. (1984).Aspects of secondary students’ understanding of energy. London, UK: Children’s Learning in Science Project, Secondary Science Curriculum Revision, Her Majesty’s Stationery Office.

  5. Bruner, J. (1960).The process of education. New York: Vintage Books.

  6. Bybee, R. W. (1987). Science education and the science-technology-society (S-T-S) theme.Science Education, 71(5), 667–683.

  7. Bybee, R. W. (1977). Toward a third century in science education.American Biology Teacher, 39(6), 338–341.

  8. Chandler, W., Makarir, A., & Dadi, Z. (1990). Energy for the Soviet Union, Eastern Europe, and China.Scientific American, 263(7), 121–127.

  9. Cheek, D. W. (1992).Thinking constructively about science, technology, and society education. Albany: State University of New York Press.

  10. Crook, S., Pakulski, J., & Waters, M. (1992).Postmodernization: Change in advanced society. Newbury Park: Sage Publications.

  11. Davis, G. R. (1990). Energy for planet Earth.Scientific American, 263(3), 55–62.

  12. Department of Education and Science. (1991).Science in the national curriculum. London, UK: Her Majesty’s Stationery Office.

  13. Dewey, J. (1916).Democracy and education. New York: Macmillan.

  14. Doll, W. E. (1993).A post-modern perspective on curriculum. New York: Teachers College Press.

  15. Energy Information Administration. (1989).International energy annual 1989, Publication No. DOE/EIA-0219(89). Washington, DC: US Government Printing Office.

  16. Erickson, K. (1991). Radiation’s lingering dread.Bulletin of Atomic Scientists, 34–39.

  17. Fullick, P. (1992). Addressing science and technology issues in the United Kingdom: The SATIS project.Theory Into Practice, 31(1), 37–45.

  18. Gergen, K. (1992).The saturated self. New York: Basic Books.

  19. Harding, S. (1991).Whose science whose knowledge, thinking from womens’ lives. Ithaca, NY: Cornell University Press.

  20. Kelly, G. A. (1955).The psychology of personal constructs. New York: W. W. Norton & Company.

  21. Marker, G. (1992). Integrating science-technology-society into social studies education.Theory Into Practice, 31(1), 20–26.

  22. Murphy, J. W. (1989).Postmodern social analysis and criticism. New York: Greenwood Press.

  23. Neisser, U. (1976).Cognition and reality. New York: W. H. Freeman and Company.

  24. Nuclear Electric. (1992).Energy abounding, nuclear electric primary powerpack. Romney Marsh, Kent, UK: The Information Centre, Nuclear Electric.

  25. Orr, D. W. (1992).Ecological literacy: Education and the transition to a postmodern world. Albany: State University of New York Press.

  26. Physical Science Study Committee. (1960).Physics. Lexington, MA: D. C. Heath and Company.

  27. Pope, M., & Gilbert, J. (1983). Personal experience and the construction of knowledge in science.Science Education, 67(2), 193–203.

  28. Powell, R. R., Robinson, M., & Pankratius, W. (in press). Toward a global understanding of nuclear energy and radioactive waste management.International Journal of Science Education.

  29. Robinson, M. (1992, August).Ideas for collaborative curriculum development in environmental science in Poland and the United States. Paper presented at the American-Polish summer school on Efficient Energy Use, Ustron, Poland.

  30. Rorty, R. (1991).Objectivity, relativism, and truth. New York: Cambridge University Press.

  31. Rosenthal, R. B. (1989). Two approaches to science-technology-society (S-T-S) education.Science Education, 73(5), 581–589.

  32. Rutherford, F. J., & Ahlgren, A. (1990).Science for all Americans: Project 2061. New York: Oxford University Press.

  33. Spencer, H. (1960).Education, intellectual, moral and physical. New York: Appleton.

  34. Sweeny, P. (1991). Krakov at the crossroads.Sierra, 56–60.

  35. Toulmin, S. (1982). The construal of reality: Criticism in modern and postmodern science.Critical Inquiry, 9, 93–111.

  36. World Energy Conference. (1989, September).Energy for tomorrow. Montreal, Canada: Author.

  37. Yager, R. E. (1991, May 9). The case for STS reform.NSTA Reports, 32.

  38. Yager, R. E. (1990a). The science/technology/society movement in the United States.Social Education, 198–201.

  39. Yager, R. E. (1990b). STS: Thinking over the years.The Science Teacher, 52–55.

  40. Yager, R. E., & Penick, J. E. (1989). An exemplary science program payoff.The Science Teacher, 56(1), 54–56.

  41. Zoller, U., Donn, S., Wild, R., & Beckett, P. (1991). Students’ versus their teachers’ beliefs and positions on science/technology/society-oriented issues.International Journal of Science Education, 13(1), 25–36.

Download references

Author information

Correspondence to Edwyn O. James or Richard R. Powell.

About this article

Cite this article

James, E.O., Robinson, M. & Powell, R.R. Beyond STS: An energy education curriculum context for the 21st century. J Sci Teacher Educ 5, 6–14 (1994). https://doi.org/10.1007/BF02969146

Download citation


  • Science Teacher
  • Science Curriculum
  • National Curriculum
  • Science Teacher Education
  • Energy Issue