'Technology, Design and Society' versus 'Science, Technology and Society (STS)': Learning Some Lessons

Banks, Frank (2006). 'Technology, Design and Society' versus 'Science, Technology and Society (STS)': Learning Some Lessons. In: Dakers, John R. ed. Defining Technological Literacy: Towards an Epistemological Framework. New York, USA: Palgrave Macmillan, pp. 197–217.

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Abstract

Science, Technology and Society (STS) has been a theme in the development of school science for many years, particularly influencing the new specification for GCSE science (2006). This chapter provides an evaluative framework of the curriculum history, implementation issues and values dimension applicable to STS and to technology education in schools. Through the systematic analysis of school science with its longer development as a subject for all pupils, lessons could be drawn and applied to the newer subject of technology. These lessons were taken to a further stage by considering the impact on technology and consequently examples of classroom ideas for enabling teachers to help pupils consider the impact of technology on society.

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