1. Science, Technology, and Society Chapter 11 Science, Technology, and Society in the Science Classroom 399-439

2. Science, Technology, and Society How to Read This Chapter STS represents a departure from “traditional” science education, as it tends to see curriculum in an interdisciplinary context, and in the context of personal and social perspectives. As you work with this chapter reflect on your views of science as they related to your science discipline (biology, chemistry, geology, physics) and ask yourself how these disciplines interact with technology and society. There are many interesting strategies of teaching presented in this chapter, and you might want to focus on them. Also you will find a couple of “case studies” of curriculum projects that are based on STS (Education for a Sustainable Future, and Science Education for Public Understanding Program). You might also want to visit the websites of these two projects, as well as some of the other projects identified in the chapter. 400

3. Science, Technology, and Society Invitations to Inquiry What are the characteristics of environmental education and science-technology-society programs? What strategies do science teachers use to present STS lessons in the classroom? What are some of the significant STS themes, and how do teachers present them in the classroom? What are some STS curriculum examples used in today's secondary science classrooms? How are STS modules evaluated? Are there criteria that science teachers agree on? 400

4. Science, Technology, and Society Chapter 11 Map 399-439

5. Science, Technology, and Society Nature of STS The central premise of STS: to help students develop the knowledge, skills, and effective qualities in order to take responsible citizenship action on science and technologically oriented issues (p.400). Make a concept map showing the issues that students could learn about from the list of understandings shown here from the National Science Education Standards. Select one of the understandings. Now take a look at Table 11.2 and compare your map to the concepts and big ideas for two of the understandings. 400-402

6. Science, Technology, and Society Development of STS What is the timeline, and what are the goals for the following reports on infusing STS in school science: National Science Teachers Association National Science Education Standards American Association for the Advancement of Science 400-402

7. Science, Technology, and Society Characteristics of STS and EE Programs How do the following elements help educators develop a rationale for including STS in school science? –Problem and Issue Oriented –Interdisciplinary Thinking –Connecting Science to Society –Global Thinking and the GAIA Hypothesis –Relevance 402-407

8. Science, Technology, and Society Inquiry 11.1: Getting involved in STS In this inquiry, you’ll get involved in one of the projects suggested, or create your own STS action project. Choose one, carry it out, and report your results via a poster report. How can you turn your project into a science lesson plan? 407

9. Science, Technology, and Society STS Teaching Cycle STS teaching is not simply learning about, its learning for. In STS activities, the idea is to not only have students learn about the relevant science and issues, but to take action for the issue. What are some events that could be used as a starting point for an STS teaching cycle? Jot down a few. Select one of these, and use the “responsibility cycle” to describe how the event could be turned into a series of STS teaching experiences. Figure 11.5: STS Responsibility Cycle 408

10. Science, Technology, and Society STS Methods Which of the following STS methods would you use to help students deal with this issue: The local community want to fill in a small pond that is adjacent to their school because it causing an “eye- sore” to the environment. STS Value Dilemma Sheet STS Action Dramas Action Voting Online Dilemma Discussion Think Piece Action Project 409-412

11. Science, Technology, and Society Case Study Case studies enable students to learn about issues important to them, and also to develop high level thinking skills in a debate environment. You can combine this strategy with the Structured Controversy presented in Chapter 9. Visit the National Center for Case Study Teaching in Science and sketch out how you would implement one of the case in a middle or high school science course.National Center for Case Study Teaching in Science 410

12. Science, Technology, and Society Action Projects Use the information in the text, p. 412 and the cycle shown here to design an action project for one of the following topics: –Waste disposal –Pollution problems and control –Recycling efforts and conservation –Zoning of land –Energy issues –Environmental protection –Local endangered wildlife concerns 411-412

13. Science, Technology, and Society STS Dilemma Sheet By use of a provocative statement (or illustration), an issue is raised that has implications for students to consider. Photocopy or project the dilemma shown here to the class. Read the dilemma aloud as the class follows along. Pair students off, and have them respond in writing to the two questions shown here (there are more questions--refer to p. 409- 410). Conduct a class discussion using the two questions as a guide.

14. Science, Technology, and Society STS Module Design Using the details of the STS Module design in the Art of Teaching Science and the cycle shown here, develop the outline for a module on one of these topics: –Skin Cancer –Ground-level ozone –Acid rain –Biological terrorism –Tornado preparedness –Drinking water 412-414 Design source: Harold Hungerford, University of Southern Illinois

15. Science, Technology, and Society Inquiry 11.2: STS Issues in Science Textbooks This inquiry will give you a good idea about the kinds of STS issues presented in modern science textbooks. You will use the results of a research study to analyze the nature and extent of STS issues in science texts. What STS issues are emphasized in the texts you studied? How does that compare with others who did the inquiry? 414 Source: Holt, Rinehard & Winston, Dallas, Texas; Life Science text, grades 6-8

16. Science, Technology, and Society STS Themes & How to Teach Them There are many potential themes for STS topics. In this section of the Art of Teaching Science, the following are presented: –Population Growth –Air Quality and Atmosphere –Energy –Effects of Technological Development –Hazardous Substances –Water Resources –Utilization of Natural Resources –Environment 414-425

17. Science, Technology, and Society Note About the Themes Each theme is presented via: –Background information –A specific topic is identified –STS actions are described for the theme –Resources The material presented here can be used to develop individual STS lessons, or develop a complete 3 - 5 week unit of study. 414-425

18. Science, Technology, and Society Theme: Air Quality & Atmosphere There are many opportunities to involve students in this STS Theme. The text material presents information on acid rain, and includes some STS actions. You can also visit online projects such as GLOBE and see not only how they investigate the atmosphere, but other topics as well.GLOBE Following this slide are five slides that take you through an international projects on clean air--studying ground-level ozone 417-418

19. Science, Technology, and Society International Clean Air Project The location of schools participating in the clean air project.

20. Science, Technology, and Society Researching Ozone Locally Reading Ozone Level What’s the wind speed? Using simple tools at the school level to monitor the air

21. Science, Technology, and Society Ecobadge The Ecobadge is a card that changes color in the presence of ground-level ozone. The card shown on the left is used to read the ozone level in parts per billion. Order from VistanomicsVistanomics

22. Science, Technology, and Society Posting Data A class data table used by the students to post data over a three day period.

23. Science, Technology, and Society Class Discussions A teacher leading a discussion on the nature of the Ozone molecule.

24. Science, Technology, and Society Presenting Conclusions Teams of students present their findings to the rest of the class. Their results included Recommendations for making the air cleaner.

25. Science, Technology, and Society Inquiry 11.3: STS Module Design In this inquiry you will make use of the the information on creating STS modules, as well as the section on STS issues and how to teach them. 424

26. Science, Technology, and Society STS Curriculum Examples In this section you will find a review of a few STS curricula and an associated web site, as well as criteria and an Inquiry Activity for evaluating STS curricula. The following curriculum projects are presented: –Education for a Sustainable Future (ESF) –Science Education for Public Understanding Program (SEPUP) –ChemCom –Project Learning Tree (PLT) –BSCS Modules –Eco-Connections –Project Wild –Sustainability Education Project 425-431

27. Science, Technology, and Society Education for a Sustainable Future ESF This is a case study of one project. It was developed by the Concord Consortium and the Cobb and Fulton County School Districts (Georgia).Concord Consortium Read the case on this innovative project. Identify the following: –The goals of ESF –How the project was developed –Technology contributions of the project –The scope and sequence of the project –How the project was evaluated –The ESF web site 426-428

28. Science, Technology, and Society Inquiry 11.4: Evaluating an STS Module or Project This inquiry is designed for the purpose of evaluating an STS module or project. You might use it to evaluate the ESF project, or if you created an STS module, use it to review your work. Use the STS criteria outlined in the chapter and listed in the Inquiry to make your assessment. What are the results of your evaluation? 430-431

29. Science, Technology, and Society Think Pieces Why should STS be part of all science courses? In your opinion what are the ten most significant global STS issues facing the planet today? How are they related to each other? What is global thinking? What qualities should be included in STS modules? 431

30. Science, Technology, and Society Science Education Literature: Education for Environmental Sustainability by David L. Haury Read Haury’s article and use it to develop a rationale for teaching environmental sustainability in a K- 12 school district. 433-435