The role of research and development to improve STS education: experiences from the PLON project

This paper outlines four stages of a research‐development cycle based on experiences with a Dutch physics curriculum development project (PLON), in which STS aspects are integrated. Through examples it is illustrated that research on first and second version materials is essential, but its value should not be overestimated. The authors are convinced that STS education also needs in‐depth research studies in order to survive. Two important topics are mentioned. One is the legitimation of specific contents (scientific concepts and personal and social contexts) of STS curricula. The second topic regards lay‐ideas on those scientific concepts that are seen as important for pupils’ use in personal and social contexts. As an example a current research‐development programme is described that deals with learning to assess the risks of ionizing radiation.