STS education : international perspectives on reform
著者
書誌事項
STS education : international perspectives on reform
(Ways of knowing in science series)
Teachers College Press, Columbia University, c1994
- : pbk
- タイトル別名
-
Science-technology-society education
大学図書館所蔵 全4件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Based on papers presented at an international STS symposium, held in 1990 at Oxford University
Includes bibliographical references (p. 229-250) and index
内容説明・目次
- 巻冊次
-
: pbk ISBN 9780807733653
内容説明
This text examines: the roots of STS education; the pragmatic heart of STS, projects and programmes as they actually exist in classrooms; the cultural aspects of science education; the reasons women often feel alienated from existing "valid and neutral" science; and research into STS education.
- 巻冊次
-
ISBN 9780807733660
内容説明
This text celebrates the fact that science-technology-society (STS) has come of age in schools. STS science reform has been nurtured worldwide by the political economics of science and technology today and by heightened public concern for an environment at risk. Reform means changing the orthodox teaching of science from a monolithic, socially sterile rhetoric of conclusions to a culturally relevant study of scientific facts and principles connected to the political, economic, technological and ethical realities of the communities where students live. This volume offers an internationally diverse collection by educational leaders, including Peter Fensham, David Layton, Hilary Rose, Herb Thier, Bill Williams and John Ziman. The book is divided into five parts. Part 1 describes the roots of STS education, clarifying the current debate between supporters of STS and those of traditional science teaching. Part 2 examines the pragmatic heart of STS, projects and programmes as they actually exist in classrooms.
The authors of part 3 consider the cultural aspects of science education and argue that STS successfully addresses such problems as the public understanding of science in Western countries and the challenge of teaching science in non-Western communities. Part 4, "Gender Questions and STS", analyses the reasons women often feel alienated from existing "valid and neutral" science, and considers gender anomalies and enigmas both inside and outside the classroom. Part 5 gives emphasis to research into STS education by reviewing and critically discussing the research itself, as well as describing innovations where learning, teaching and researching form a coherent whole. This text should be useful for pre-service graduate courses in secondary science education and science curriculum design; secondary schools science educators; and professors and researchers of science education.
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