Title	Science, Technology, and Society [electronic resource] : A Sourcebook on Research and Practice / edited by David D. Kumar, Daryl E. Chubin
Imprint	Dordrecht : Springer Netherlands : Imprint: Springer, 2000
Connect to	http://dx.doi.org/10.1007/978-94-011-3992-2
Descript	XII, 308 p. 3 illus. online resource

David D. Kumar and Daryl E. Chubin We live in an information age. Technology abounds: information techยญ nology, communication technology, learning technology. As a once popular song went, "Something's happening here, but it's just not exactly clear." The world appears to be a smaller, less remote place. We live in it, but we are not necessarily closely tied to it. We lack a satisfactory understanding of it. So we are left with a paradox: In an information age, information alone will neither inform nor improve us as citizens nor our democracy, society, or inยญ stitutions. No, improvement will take some effort. It is a heavy burden to be reflective, indeed analytical, and disciplined but only constructively constrained by different perspectives. The science-based technology that makes for the complexity, controยญ versy, and uncertainty of life sows the seeds of understanding in Science, Technology, and Society. STS, as it is known, encompasses a hybrid area of scholarship now nearly three decades old. As D. R. Sarewitz,a former geologist now congressional staffer and an author, put it After all, the important and often controversial policy dilemmas posed by issues such as nuclear energy, toxic waste disposal, global climate change, or biotechยญ nology cannot be resolved by authoritative scientific knowledge; instead, they must involve a balancing of technical considerations with other criteria that are explicitly nonscientific: ethics, esthetics, equity, ideology. Trade-offs must be made in light of inevitable uncertainties (Sarewitz, 1996, p. 182)

Why STS? -- References -- 1. Real Science Education: Replacing โPCBโ with S(cience) through-STS throughout All Levels of K$#x2014;12: โMaterialsโ as One Approach -- The Old and New Paradigms for Learning โScienceโ -- The Real Science Approach Based on the SโSTS Paradigm -- References -- 2. The Development of Civic Scientific Literacy in the United States -- The Conceptualization and Measurement of Civic Scientific Literacy -- The Measurement of Civic Scientific Literacy -- The Development of Civic Scientific Literacy -- Conclusion -- References -- 3. STS Science in Canada: From Policy to Student Evaluation -- Science Education in Canada -- Curriculum Policy and Deliberation -- Classroom Materials and Research and Development -- Teacher Understanding and Implementation -- Student Learning and InstructionโAssessment -- Summary and Implications -- References -- 4. Trade-offs, Risks, and Regulations in Science and Technology: Implications for STS Education -- STS and the Endangered Species Act -- STS and Corporate Average Fuel Economy (CAFE) Standards -- STS and Airbags -- Implications for STS Education -- References -- 5. Thoughts about the Evaluation of STS: More Questions than Answers -- Important Issues in STS that Affect Evaluation -- Suggestions for Evaluation -- Summary -- References -- 6. Science, Technology, Society, and the Environment: Scientific Literacy for the Future -- Topics Reviewed by the Independent Commission and Findings -- Recommendations -- Conclusion -- References -- 7. Marginalization of Technology within the STS Movement in American Kโ12 Education -- A Matter of Definition -- Technological Literacy -- The Kโ12 STS Movement in America -- STS and Kโ12 Science Education -- STS in Technological Education -- The Perennial Challenges of Educational Reform -- Conclusion -- Acknowledgments -- References -- 8. Student Understanding of Global Warming: Implications for STS Education beyond 2000 -- Scientific Literacy as a Foundation for STS Education -- The STS Leadership Institute -- The Science of Global Warming -- Discussion -- Implications for the New Millennium -- References -- 9. STS Education for Knowledge Professionals -- The Emergence of Knowledge Professionals -- Who are Knowledge Professionals? -- At Work with Knowledge Professionals -- Knowledge Professionals and STS -- STS Graduate Education for Knowledge -- Professionals -- From Glimpsing One Tree to Surveying a Forest -- Some Conclusions -- References -- 10. Reculturing Science: Politics, Policy, and Promises to Keep -- Making Changes -- Fallacy of the Market -- Calling versus Recruiting -- Images of Careers -- The New Scientist -- Institutions that Matter -- Missions and Dilemmas -- Professionalized Scrutiny of Research and Development -- Enterprise as a System -- Prospects for a New Compact -- References -- 11. Trends and Opportunities in Science and Technology Studies: A View from the National Science Foundation -- Orientation -- The National Science Foundation -- Origins of STS -- The Organizational Culture of the National Science Foundation -- How STS Decides What to Fund -- What Lies Ahead? -- Conclusion -- References

1. Education
2. Philosophy and social sciences
3. Educational technology
4. Science education
5. Educational sociology
6. Education and sociology
7. Sociology
8. Educational
9. Education
10. Science Education
11. Educational Technology
12. Sociology of Education
13. Philosophy of Education