A Study of STS Themes in State Science Curriculum Frameworks in the United States

This paper reports the procedure and results of a study analyzing Science-Technology-Society (STS) themes in state science curriculum frameworks in the United States. The criteria for the analysis consisted of 15 categories of standards derived from the K–12 content standards of the National Science Education Standards. Out of the 25 state science curriculum frameworks analyzed, 88% emphasized the standard Science and technology in society. Three standards (Environmental quality, Science as a human endeavor, and Nature of science and scientific knowledge) were represented in nearly 50% of the state science curriculum frameworks. The remaining 11 content standards were scarcely represented in the state science curriculum frameworks analyzed. The recommendations of this study include an examination of educational policy links to state science frameworks, and case studies of curriculum policy-to-practice transition in STS education.     

基于论文产出的我国STS机构研究与发展评析:1994—2007

以1994-2007年国内STS机构产出论文为样本,应用科学计量学方法分析了该样本相关特征,并以此为依据评述了我国STS机构研究与发展的特点和趋势.结果表明:国内STS机构研究发展呈现明显的阶段性,且研究力量分布极不均衡;STS机构研究组织程度不高,合作方式单一,国际合作与地区合作亟待加强;国内STS机构研究发散性大,传统领域研究成果减少,新兴研究领域正在形成.从学科独立的角度看,我国STS建制规范化和学科本土化等方面还有大量工作要做.     

STS视角下的科普理念

STS是科学技术哲学的一个新兴研究领域,提供一种新的科普研究思路,在研究方法上从"内在主义"向"外在主义"导向转化,并促使人们从科学、技术与社会的相互关系进行交叉研究。在这一视角下,文章深刻分析了当代政治、经济、文化和科学技术的基本特征,并提出了与之相适应的科普理念,以期有效提高公民的科学文化素质,推动经济发展和社会进步。     

The Delphi Technique in Identifying Learning Objectives for the Development of Science,Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second, using this list, ninth grade science textbooks and curriculum document contents were analyzed. Third, based on this content analysis, a possible list of 71 learning objectives for the integration of STS elements was prepared. This list of learning objectives was refined by using a two-round Delphi technique. The Delphi study was used to rate and to determine the consensus regarding which items (i.e. learning objectives for STS in the ninth grade science textbooks in Palestine) are to be accepted for inclusion. The results revealed that of the initial 71 objectives in round one, 59 objectives within round two had a mean score of 5.683 or higher, which indicated that the learning objectives could be included in the development of STS modules for ninth grade science in Palestine.     

闽台两地STS研究之差异

闽台两地经济社会发展的状况,决定了两地学者对STS研究有着较大的差异,主要表现在高低有别的建制化程度、大相径庭的研究旨趣、风格迥异的理论与方法、疏密不一的教研关联度等方面。开展闽台STS研究之比较有助于拓展和丰富国内STS的研究领域、促进闽台科技与文化交流与合作以及可为国内STS研究提供一些有益的启示。     

MARKET MORALITIES IN THE FIELD OF COMMERCIAL SEX

The website ‘Punternet’ contains customer service reviews (‘field reports’) of commercial sex encounters in the UK's indoor sex market. Treating Punternet as a calculative device shows how ordinary understandings of morality underpin consumer markets, as field reports qualify commercial sex to produce understandings of ‘good value’. The varied, messy and sometimes contradictory understandings of value, values, worth and goodness that are present in the calculative device of Punternet reveal the complex ways in which market actions are made moral by consumers. ‘Value’ in the market for sex is a moral judgement made by male authors whose understandings of themselves as deserving customers derives from the stories they tell of good and bad service providers. Although the moral status of prostitution is contested by many, Punternet reports lay claim to it being a legitimate consumer activity, with customers themselves vulnerable to being denied ‘value for money’. The good worker is seen as providing value for money by being professional, committed to pleasing the customer and appearing to enjoy her job.     

The role of handbooks in knowledge creation and diffusion: A case of science and technology studies

Genre is considered to be an important element in scholarly communication and in the practice of scientific disciplines. However, scientometric studies have typically focused on a single genre, the journal article. The goal of this study is to understand the role that handbooks play in knowledge creation and diffusion and their relationship with the genre of journal articles, particularly in highly interdisciplinary and emergent social science and humanities disciplines. To shed light on these questions we focused on handbooks and journal articles published over the last four decades belonging to the research area of science and technology studies (STS), broadly defined. To get a detailed picture we used the full-text of five handbooks (500,000 words) and a well-defined set of 11,700 STS articles. We confirmed the methodological split of STS into qualitative and quantitative (scientometric) approaches. Even when the two traditions explore similar topics (e.g., science and gender) they approach them from different starting points. The change in cognitive foci in both handbooks and articles partially reflects the changing trends in STS research, often driven by technology. Using text similarity measures we found that, in the case of STS, handbooks play no special role in either focusing the research efforts or marking their decline. In general, they do not represent the summaries of research directions that have emerged since the previous edition of the handbook.     

高校STS教育的道德价值探究

当下高校STS教育还存在重探究科学知识,轻道德学习的现象,这与它的教育目标——实现价值导向还存在差距。STS教育过程中要发现和宣扬科学活动中的道德价值,包括对受教育者的诚信教育、责任教育、竞争与协作教育、理想信念教育、科学精神教育五个方面。     

中学物理“情境-问题”的教学模式

文章首先介绍STS 背景下中学物理“情境—问题”教学模式的科学内涵及其操作方法;其次提出STS 背景下中学物理“情境—问题”教学模式的特色;最后讨论 STS 背景下中学物理“情境—问题”教学模式的意义,以期对中学物理教育理论研究和实践活动提供一些参考。     

谈物理教学中科学发展观的渗透

中国共产党十六届全会提出“以人为本”的科学发展观,是在新的历史时期全面建设小康社会的指导纲领,也是推动科学、教育、文化等各项事业发展的指导纲领。在教育领域贯彻和实践科学发展观,要把进行科学发展观宣传教育做为中心任务,建立科学发展的广泛而长远的社会基础。广大教育工作者都有责任在各自的领域进行科学发展观渗透教育的探索。