Decision Making and STS Education: Exploring Scientific Knowledge and Social Responsibility in Schools and Science Centers Through an Issues-Based Approach

School Science and Mathematics

Volumn 99, Issue 4, 1999, Pages 174-181

  Pedretti, Erminia ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010695267     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.1999.tb17471.x     Document Type: Article

References (18)

1. Aikenhead, G. S. (1990). Scientific/technological literacy, critical reasoning, classroom practice In L. Phillips & S. Norris (Eds.), Foundations of literacy policy in Canada (pp. 127–145). Calgary, Alberta: Detselig Enterprises Ltd.
2. Aikenhead, G. S. (1994). What is STS science teaching? In J. Solomon and G. Aikenhead (Eds.). STS education: International perspectives in reform. (pp. 47–59). New York: Teachers' College Press.
3. Bybee, R. (1991). Science-technology-society in science curriculum: The policy-practice gap Theory Into Practice, 30(4), 294–302.
4. Fleming, R. (1989). Adolescent reasoning in socio-scientific issues part II: Nonsocial cognition Journal of Research in Science Teaching, 23(8), 689–698.
5. Kahn, P. H. (in press). Environmental views and values of children in an inner-city black community. Child Development.
6. Lucas, A. (1994). STS beyond school: Public perceptions and sources of knowledge In J. Solomon and G. Aikenhead (Eds.), STS education: International perspectives in reform (pp. 111–119). New York: Teachers' College Press.
7. McManus, P. (1992). Topics in museums and science education Studies in Science Education, 20, 157–182.
8. Noddings, N. (1984). Caring Berkeley, CA: University of California Press.
9. Pedretti, E. (1996). Learning about science, technology and society (STS) through an action research project: Co-constructing an issues-based model for STS education. School Science and Mathematics, 96(8), 432–440.
10. Pedretti, E. (March 1997). Schools and science centers working together: An STS issues-based approach to learning science. Paper presented at the National Association for Research in Science Teaching (NARST), Chicago.
11. Pedretti, E., & Hodson, D. (1995). From rhetoric to action: Implementing STSE education through action research Journal of Research in Science Teaching, 32(5), 463–486.
12. Piel, E. J., (1993). Decision making: A goal of STS In R. Yager (Ed.), What research says to the science teacher: Vol. 7. The science, technology, society movement (pp. 147–152). Washington: National Science Teachers Association.
13. Ramsey, J. (1993). The science education reform movement: Implications for social responsibility Science Education, 77(2), 235–258.
14. Short, G. (1988). Children's grasp of controversial issues In B. Carrington & B. Troyna (Eds.), Children and controversial issues (pp. 11–28). New York: The Falmer Press.
15. Solomon, J. (1994). Knowledge, values, and the public choice of science knowledge In J. Solomon and G. Aikenhead (Eds.), STS education: International perspectives in reform (pp. 99–111). New York: Teachers' College Press.
16. Stake, R. (1994). Case studies. In N.K. Denzin and Y. S. Lincoln (Eds.). Handbook of qualitative research (pp. 236–247). Thousand Oaks, CA: Sage.
17. Thier, H., & Nagle, B. (1994). Developing a model for issue oriented science In J. Solomon & G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 75–83). New York: Teachers' College Press.
18. Waks, L. J. (1992). The responsibility spiral: A curriculum framework for STS education Theory Into Practice, 31(1), 13–19.