Skip to main content
SpringerLink
Log in

STS Science in Canada From Policy to Student Evaluation

  • Chapter
Science, Technology, and Society

Part of the book series: Innovations in Science Education and Technology ((ISET,volume 6))

Abstract

This chapter will map out the territory educators should explore if they expect to develop STS science curricula. How are successful STS curricula produced? In Canada, we have had about 25 years experience with research and development in STS science teaching. In 1997 this experience culminated in a national STS science framework.

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

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • AAAS. (1989). Project 2061: Science for all Americans, American Association for the Advancement of Science, Washington, D.C.

    Google Scholar 

  • Aikenhead, G. S. (1979). Science: A way of knowing. The Science Teacher 46(6):23–25.

    Google Scholar 

  • Aikenhead, G. S. (1980). Science in social issues: Implications for teaching. Science Council of Canada, Ottawa, Canada.

    Google Scholar 

  • Aikenhead, G. S. (1984). Teacher decision making:The case of Prairie High. Journal of Research in Science Teaching 21:167–186.

    Article  Google Scholar 

  • Aikenhead, G. S. (1985). Collective decision making in the social context of science. Science Education 69:453–475.

    Google Scholar 

  • Aikenhead, G. S. (1988). Teaching Science through a Science-Technology-Society-Environment Approach: An Instruction Guide, SIDRU, Faculty of Education, University of Regina, Regina, Saskatchewan.

    Google Scholar 

  • Aikenhead, G. S. (1990). Scientific/technological literacy, critical thinking, classroom practice. In Norris, S. and Phillips, L. (eds.), Foundations of Literacy Policy in Canada,Detselig Enterprises, Alberta, pp. 127–145.

    Google Scholar 

  • Aikenhead, G. S. (1991). Logical reasoning in science and technology. John Wiley of Canada, Toronto.

    Google Scholar 

  • Aikenhead, G. S. (1992a). Logical reasoning in science and technology. Bulletin of Science, Technology and Society 12:149–159.

    Google Scholar 

  • Aikenhead, G. S. (1992b). The integration of STS into science education. Theory into Practice 31(1):27–35.

    Article  Google Scholar 

  • Aikenhead, G. S. (1994a). Collaborative research and development to produce an STS course for school science. In Solomon, J. and Aikenhead, G. (eds.), STS education: International Perspectives on Reform, Teachers College Press, New York. pp. 216–227.

    Google Scholar 

  • Aikenhead, G. S. (1994b). Consequences to learning science through STS: A research perspective. In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 169–186.

    Google Scholar 

  • Aikenhead, G. S. (1994c). The social contract of science: Implications for teaching science. In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 11–20.

    Google Scholar 

  • Aikenhead, G. S. (1994d). What is STS teaching? In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 47–59.

    Google Scholar 

  • Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education 27:1–51.

    Article  Google Scholar 

  • Aikenhead, G. S. (1997). Toward a First Nations cross-cultural science and technology curriculum. Science Education 81:217–238.

    Article  Google Scholar 

  • Aikenhead, G. S., Fleming, R. W., and Ryan, A. G. (1987). High school graduates’ beliefs about science-technology-society. Part I. Methods and issues in monitoring students views. Science Education 71:145–161.

    Article  Google Scholar 

  • Aikenhead, G. S., and Ryan, A. G. (1992). The development of a new instrument: Views on science-technology-society (VOSTS). Science Education 76:477–491.

    Article  Google Scholar 

  • Aikenhead, G. S., Ryan, A., and Fleming, R. (1989). Views on Science-Technology-Society (form CDN.mc.5), Department of Curriculum Studies, University of Saskatchewan, Saskatoon, Canada.

    Google Scholar 

  • American Chemical Society (1988). ChemCom: Chemistry in the Community, Kendall/Hunt, Dubuque, Iowa.

    Google Scholar 

  • Atlantic Science Curriculum Project (1986). SciencePlus,Harcourt Brace Jovanovich, Toronto.

    Google Scholar 

  • Atwater, M. M. (1996). Social constructivism: Infusion into the multicultural science education research agenda. Journal of Research in Science Teaching 33:821–837.

    Article  Google Scholar 

  • Barnes, B. (1985). About Science, Basil Blackwell, Oxford.

    Google Scholar 

  • Bingle, W. H., and Gaskell, P. J. (1994). Scientific literacy for decision making and the social construction of scientific knowledge. Science Education 78:185–201.

    Article  Google Scholar 

  • Black, P. (1993). Formative and summative assessment by teachers. Studies in Science Education 21:49–97.

    Article  Google Scholar 

  • Black, P. (1997). Assessment in the service of science education. In KEDI (Korean Educational Development Institute), Globalization of Science Education. Pre-conference proceedings for the International Conference on Science Education, Seoul, Korea, pp. 165–177.

    Google Scholar 

  • Blades, D. (1997). Procedures of Power and Curriculum Change,Peter Lang, New York.

    Google Scholar 

  • Bybee, R. W. (1985). The Sisyphean question in science education: What should the scientifically and technologically literate person know, value and do-as a citizen? In Bybee, R. W. (ed.), Science-Technology-Society, 1985 NSTA Yearbook National Science Teachers Association, Washington, D.C., pp 79–93.

    Google Scholar 

  • Bybee, R. W., and Mau, T. (1986). Science and technology related to global problems: An international survey of science educators. Journal of Research in Science Teaching 23:599–618.

    Article  Google Scholar 

  • Byrne, M. S., and Johnstone, A. H. (1988). How to make science relevant. School Science Review 70(251):43–46.

    Google Scholar 

  • Champagne, A. B., and Klopfer, L. E. (1982). A causal model of students’ achievement in a college physics course. Journal of Research in Science Teaching 19:299–309.

    Article  Google Scholar 

  • Champagne, A. B., and Newell, S. T. (1992). Directions for research and development: Alternative methods of assessing scientific literacy. Journal of Research in Science Teaching 29:841–860.

    Article  Google Scholar 

  • Cheek, D. W. (1992). Thinking Constructively about Science,Technology and Society Education, SUNY Press, Albany, NY.

    Google Scholar 

  • Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry 14:361–385.

    Article  Google Scholar 

  • Clandinin, D. J., and Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories-stories of teachers-school stories-stories of schools. Educational Research 25(3):24–30.

    Google Scholar 

  • CMEC (1997). Common Framework of Science Learning Outcomes, Council of Ministers of Education of Canada, Ottawa, Canada.

    Google Scholar 

  • Cobern, W. W. (1991). World View Theory and Science Education Research, NARST Monograph No. 3. National Association for Research in Science Teaching, Manhattan, KS.

    Google Scholar 

  • Costa, V. (1997). How teacher and students study “all that matters” in high school chemistry. International Journal of Science Education 19:1005–1023.

    Article  Google Scholar 

  • Cross, R. T., and Price, R. F. (1992). Teaching Science for Social Responsibility, St. Louis Press, Sydney.

    Google Scholar 

  • Duffee, L., and Aikenhead, G. S. (1992). Curriculum change, student evaluation, and teacher practical knowledge. Science Education 76:493–506.

    Article  Google Scholar 

  • Eijkelhof, H. M. C. (1994). Toward a research base for teaching ionizing radiation in a risk perspective. In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 205–215.

    Google Scholar 

  • Eijkelhof, H. M. C., and Kortland, K. (1987). Physics in its personal, social and scientific context. Bulletin of Science, Technology and Society 7:125–136.

    Google Scholar 

  • Eijkelhof, H. M. C., and Kortland, K. (1988). Broadening the aims of physics education. In Fensham, P. J. (ed.), Development and Dilemmas in Science Education, Falmer Press, New York, pp. 285–305.

    Google Scholar 

  • Fensham, P. J. (1988). Approaches to the teaching of STS in science education. International Journal of Science Education 10:346–356.

    Article  Google Scholar 

  • Fensham, P. J. (1992). Science and technology. In Jackson, P. W. (ed.), Handbook of Research on Curriculum. Macmillan, New York, pp. 789–829.

    Google Scholar 

  • Fensham, P. J. (1993). Reflections on science for all. In Whitelegg, L. (ed.), Challenges and Opportunities in Science Education. The Open University, Milton Keynes, UK.

    Google Scholar 

  • Gallagher, J. J. (1985). Secondary science teaching practices with implications for STS implementation. In James, R. K. (ed.), Science,Technology and Society: Resources for Science Educators,1985 AETS Yearbook. SMEAC Center, Ohio State University, Columbus, Ohio, pp. 23–32.

    Google Scholar 

  • Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers’ knowl-edge and beliefs about the philosophy of science. Science Education 75:121–133.

    Article  Google Scholar 

  • Gallagher, J. J., Parker, J., Alvarado, T., Haley, G., and Sandys, D. (1996). Initiating and main-taining continuous assessment in middle school science classes. A paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO, March 31-April 3,1996.

    Google Scholar 

  • Gaskell, J. P. (1982). Science, technology and society: Issues for science teachers. Studies in Science Education 9:33–46.

    Article  Google Scholar 

  • Gaskell, J. P. (1989). Science and technology in British Columbia: A course in search of a community. Pacific Education 1(3):1–10.

    Google Scholar 

  • Gaskell, P. J. (1992). Authentic science and school science. International Journal of Science Education 14:265–272.

    Article  Google Scholar 

  • Gilliom, M. E., Helgeson, S. L., and Zuga, K.E. (eds.) (1991). Theory into Practice (special issue on STS), 30(4):230–315.

    Article  Google Scholar 

  • Gilliom, M. E., Helgeson, S. L., and Zuga, K. R. (eds.) (1992). Theory into Practice (special issue on STS), 31(1):2–84.

    Article  Google Scholar 

  • Hansen, K.-H., and Olson, J. (1996). How teachers construe curriculum integration: The science, technology, society (STS) movement as Bildung. Journal of Curriculum Studies 28:669–682.

    Article  Google Scholar 

  • Hart, E. P. (1989). Toward renewal of science education: A case study of curriculum policy development. Science Education 73:607–634.

    Article  Google Scholar 

  • Habermas, J. (1971). Knowledge and Human Interest,Beacon, Boston.

    Google Scholar 

  • Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education 22:1–41.

    Article  Google Scholar 

  • Holton, G., Rutherford, J., and Watson, R (1970). The Project Physics Course, Holt, Rinehart and Winston, New York.

    Google Scholar 

  • Hunt, J. A. (1988). SATIS approaches to STS. International Journal of Science Education 10:409–420.

    Article  Google Scholar 

  • Hurd, P. (1975). Science, technology and society: New goals for interdisciplinary science teaching. The Science Teacher 42:27–30.

    Google Scholar 

  • Hurd, P. (1989). Science education and the nation’s economy. In Champagne, A. B., Lovitts, B. E., and Calinger, B. J. (eds.), Scientific Literacy, American Association for the Advancement of Science, Washington, D.C., pp. 15–40.

    Google Scholar 

  • James, R. K. (ed.) (1985). Science, Technology and Society: Resources for Science Educators, AETS Yearbook. SMEAC Center, Ohio State University, Columbus, Ohio.

    Google Scholar 

  • Keeves, J., and Aikenhead, G. S. (1995). Science curricula in a changing world. In Fraser, B. J. and Walberg, H. J. (eds.) Improving Science Education, The National Society for the Study of Education, Chicago, pp. 13–45.

    Google Scholar 

  • Kelly, G. J., and Green, J. (1998). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction. In Guzzetti, B. and Hynd, C. (eds.), Perspectives on Conceptual Change, Lawrence Erlbaum, Mahwah, NJ.

    Google Scholar 

  • Kranzberg, M. (1991). Science-technology-society: It’s as simple as XYZ! Theory in Practice 30:234–241.

    Article  Google Scholar 

  • Kuhn, T. (1970). The Structure of Scientific Revolutions (2nd ed.), University of Chicago Press, Chicago.

    Google Scholar 

  • Kumar, D., and Berlin, D. (1996). A study of STS curriculum implementation in the United States. Science Educator 5(1):12–19.

    Google Scholar 

  • Lantz, O., and Kass, H. (1987). Chemistry teachers’ functional paradigms. Science Education 71:117–134.

    Article  Google Scholar 

  • Larson, J. O. (1995). Fatima’s rules and other elements of an unintended chemistry curriculum. Paper presented at the American Educational Research Association annual meeting, San Francisco, April 18–22,1995.

    Google Scholar 

  • Layton, D. (1994). STS in the school curriculum: A movement overtaken by history? In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 32–44.

    Google Scholar 

  • Leblanc, R. (1989). Department of education summer science institute. Halifax, Canada: PO Box 578.

    Google Scholar 

  • Lee, O. (1997). Scientific literacy for all: What is it, and how can we achieve it? Journal of Research in Science Teaching 34:219–222.

    Article  Google Scholar 

  • Lijnse, P. (1990). Energy between the life-world of pupils and the world of physics. Science Education 74:571–583.

    Article  Google Scholar 

  • Loughran, J. and Derry, N. (1997). Researching teaching for understanding: The students’ perspective. International Journal of Science Education 19:925–938.

    Article  Google Scholar 

  • McFadden, C. (1980). Barriers to science education improvement in Canada: A case in point. In McFadden, C. (ed.), World Trends in Science Education Atlantic Institute of Education, Halifax, Canada, pp. 49–59.

    Google Scholar 

  • McFadden, C. (1991). Toward an STS school curriculum. Science Education 75:457–469.

    Article  Google Scholar 

  • McFadden, C., and Yager, R. (1997). SciencePlus Technology and Society, Holt, Rinehart & Winston, Austin, TX.

    Google Scholar 

  • McFadden, C., Morrison, E. S., Armour, N., Moore, A., Hammond, A. R., Nicoll, E. M., Haysom, J., and Smyth, M. M. (1989). SciencePlus Technology and Society,Harcourt Brace Jovanovich, Toronto.

    Google Scholar 

  • McGinn, R. E. (1991). Science, Technology, and Society, Prentice Hall, Englecliffs, NJ.

    Google Scholar 

  • McPeck, J. E. (1981). Critical Thinking and Education, Martin Robertson Press, Oxford.

    Google Scholar 

  • Medvitz, A. G. (1996). Science, schools and culture: The complexity of reform in science education. A paper presented to the 8th symposium of the International Organization for Science and Technology Education (IOSTE), Edmonton, Canada, August 17–22, 1996.

    Google Scholar 

  • Mesaros, R. A. (1988). The effect of teaching strategies on the acquisition and retention of knowledge. (Doctoral dissertation, University of Pennsylvania, 1987). Dissertation Abstracts International 49(2):229-A.

    Google Scholar 

  • Mitchener, C., and Anderson, R. (1989). Teachers’ perspective: Developing and implementing an STS curriculum. Journal of Research in Science Teaching 24:351–369.

    Article  Google Scholar 

  • Nagasu, N., and Kumano, Y. (1997). STS initiatives in Japan. A paper presented to the International Conference on Science Education: Globalization of Science Education, Korean Education Development Institute, Seoul, Korea, May 26–30, 1997.

    Google Scholar 

  • National Research Council (NRC). (1996). National Science Education Standards, National Academy Press, Washington, D.C.

    Google Scholar 

  • O’Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching 29:791–820.

    Article  Google Scholar 

  • Olson, J. (ed.) (1982). Innovation in the Science Curriculum,Croom Helm, London.

    Google Scholar 

  • Ogawa, M. (1995). Science education in a multi-science perspective. Science Education 79:583–593.

    Article  Google Scholar 

  • Orpwood, G. (1985). Toward the renewal of Canadian science education. I. Deliberative inquiry model. Science Education 69:477–489.

    Article  Google Scholar 

  • Orpwood, G., and Barnett, J. (1997). Science in the national curriculum: An international perspective. The Curriculum Journal 8:331–349.

    Article  Google Scholar 

  • Oxford University Department of Educational Studies (1989). Enquiry into the Attitudes of Sixth formers towards Choice of Science and Technology Courses in Higher Education, Department of Educational Studies, Oxford.

    Google Scholar 

  • Pedretti, E. (1997). Septic tank crisis: A case study of science, technology and society education in an elementary school. International Journal of Science Education 19:1211–1230.

    Article  Google Scholar 

  • Pedretti, E., and Hodson, D. (1995). From rhetoric to action: Implementing STS education through action research. Journal of Research in Science Teaching 32:463–485.

    Article  Google Scholar 

  • Piel, E. P. (1981). Interaction of science, technology, and society in secondary schools. In Harms, N. and Yager, R. (eds.), What Research Says to the Science Teacher, Volume 3, National Science Teachers Association, Washington, D.C., pp. 94–112.

    Google Scholar 

  • Roberts, D. A. (1982). Developing the concept of “curriculum emphases” in science education. Science Education 66:243–260.

    Article  Google Scholar 

  • Roberts, D. A. (1983). Scientific Literacy, Science Council of Canada, Ottawa, Canada.

    Google Scholar 

  • Roberts, D. A. (1988). What counts as science education? In Fensham, P. J. (ed.), Development and Dilemmas in Science Education. Falmer Press, New York, pp. 27–54.

    Google Scholar 

  • Roberts, D. A. (1995). Junior high school science transformed: Analysing a science curriculum policy change. International Journal of Science Education 17:493–504.

    Article  Google Scholar 

  • Rosenthal, D. B. (1989). Two approaches to STS education. Science Education 73:581–589.

    Article  Google Scholar 

  • Roth, W-M., and McGinn, M. K. (1998). unDELETE lives, work, and voices. Journal of Research in Science Teaching,35:399–421.

    Article  Google Scholar 

  • Ryan, A. G. (1988). Program evaluation within the paradigm: Mapping the territory. Knowledge: Creation, Diffusion, Utilization 10(1):25–47.

    Google Scholar 

  • SCC (1984). Science for Every Student: Educating Canadians for Tomorrow’s World (Report No. 36). Science Council of Canada, Ottawa, Canada.

    Google Scholar 

  • Schwab, J. J. (1974). Decision and choice: The coming duty of science teaching. Journal of Research in Science Teaching 11:309–317.

    Article  Google Scholar 

  • Schwab, J. J. (1978). Science, Curriculum, and Liberal Education, University of Chicago Press, Chicago.

    Google Scholar 

  • Sjøberg, S. (1996). Scientific literacy and school science: Arguments and second thoughts. A paper presented at the seminar on Science, Technology and Citizenship, Leangkollen, Oslo, Norway, November 22–24, 1996.

    Google Scholar 

  • Snow, R. E. (1987). Core concepts for science and technology literacy. Bulletin of Science, Technology and Society 7:720–729.

    Article  Google Scholar 

  • Solomon, J. (1981). Science and society studies in the curriculum. School Science Review (82):213–220.

    Google Scholar 

  • Solomon, J. (1987). Social influences on the construction of pupil’s understanding of science. Studies in Science Education 14:63–82.

    Article  Google Scholar 

  • Solomon, J. (1987). Social influences on the construction of pupil’s understanding of science. Studies in Science Education 14:63–82.

    Article  Google Scholar 

  • Solomon, J. (1988). Science technology and society courses: Tools for thinking about social issues. International Journal of Science Education 10:379–387.

    Article  Google Scholar 

  • Solomon, J. (1993). Teaching Science, Technology and Society. Open University Press, Buckingham, UK.

    Google Scholar 

  • Solomon, J. (1994). Conflict between mainstream science and STS in science education. In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform Teachers College Press, New York, pp. 3–10.

    Google Scholar 

  • Solomon, J., and Aikenhead, G. (eds.) (1994). STS Education: International Perspectives on Reform. Teachers College Press, New York.

    Google Scholar 

  • Tobin, K. (ed.) (1993). The Practice of Constructivism in Science Education, American Association for the Advancement of Science, Washington, D.C.

    Google Scholar 

  • Tobin, K., and McRobbie, C. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education 80:223–241.

    Article  Google Scholar 

  • Tobin, K., and McRobbie, C. (1997). Beliefs about the nature of science and the enacted science curriculum. Science and Education 6:355–371.

    Article  Google Scholar 

  • Thier, H., and Nagle, B. (1994). Developing a model for issue-oriented science. In Solomon, J. and Aikenhead, G. (eds.), STS Education: International Perspectives on Reform, Teachers College Press, New York, pp. 75–83.

    Google Scholar 

  • Waks, L. J. (1987). Afterword: The STS prophets and their challenge to STS education. Bulletin of Science, Technology and Society 7:1001–1008.

    Google Scholar 

  • Welch, W. W. (1969). Curriculum evaluation. Review of Educational Research 39:429–443.

    Google Scholar 

  • Yager, R. E. (1992a). Science-technology-society as reform. In Yager, R. E. (ed.), The Status of STS: Reform Efforts around the World, ICASE 1992 Yearbook. International Council of Associations for Science Education, Knapp Hill, South Harting, Petersfield, pp. 2–8.

    Google Scholar 

  • Yager, R. E. (ed.) (1992b). The Science, Technology, Society Movement, National Science Teachers Association, Washington, D.C.

    Google Scholar 

  • Yager, R. E. (ed.) (1996). Science/Technology/Society as Reform in Science Education,SUNY Press, Albany, NY.

    Google Scholar 

  • Yager, R. E., and Krajcik, J. (1989). Success of students in a college physics course with and without experiencing a high school course. Journal of Research in Science Teaching 26:599–608.

    Article  Google Scholar 

  • Ziman, J. (1980). Teaching and Learning about Science and Society, Cambridge University Press, Cambridge.

    Book  Google Scholar 

  • Ziman, J. (1984). An Introduction to Science Studies: The Philosophical and Social Aspects of Science and Technology, Cambridge University Press, Cambridge.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum Studies, College of Education, University of Saskatchewan, Saskatoon, SK, S7N 0X1, Canada

    Glen S. Aikenhead

Authors
  1. Glen S. Aikenhead
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Florida Atlantic University, Davie, Florida, USA

    David D. Kumar

  2. National Science Foundation, Arlington, Virginia, USA

    Daryl E. Chubin

Rights and permissions

Reprints and permissions

Copyright information

© 2000 Springer Science+Business Media New York

About this chapter

Cite this chapter

Aikenhead, G.S. (2000). STS Science in Canada From Policy to Student Evaluation. In: Kumar, D.D., Chubin, D.E. (eds) Science, Technology, and Society. Innovations in Science Education and Technology, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-3992-2_4

Download citation

  • DOI: https://doi.org/10.1007/978-94-011-3992-2_4

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-0-306-46173-6

  • Online ISBN: 978-94-011-3992-2

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation