There has been sustained research interest in the role of early career researchers in advancing the field and the challenges that they face. However, efforts to document lived experiences of researchers working in a specific research area within science education have been scarce. This paper considers the meaning of innovation in the context of…

By arguing for "putting science education in its place," this essay cautions against overstating the role of science education with respect to global crises with technical components, like climate change. At the same time, it challenges the assumption that science education has no role in addressing equally urgent and widespread problems…

One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid…

Socio-scientific issues should be considered in the course of students' formal education in science as one of the ways in which science education ought to be connected to the goals of sustainable development. Approaches to education in science still perpetuate a way of thinking that is incommensurable with preparing learners to develop the…

This article discusses using students' analysis of media coverage of the March 2011 Japanese earthquake, tsunami and nuclear events to develop their knowledge and understanding of geological concepts and related socio-scientific issues. It draws on news reported at that time, identifies themes in those reports, and suggests how this event can be…

Every day we are confronted with issues of varying degrees of complexity and importance. Which bags are better for the environment--paper, plastic, or neither? What precautions should be taken to reduce the spread of the H1N1 virus? Are there risks involved in eating genetically modified fruits and vegetables? What impact will the use of…

Two policy trends have characterized US science education in the last two decades: a strong movement to examine issues of science in society, and widespread adoption of state standards mandating curriculum courses related to science, technology and society, scientific literacy, and socio-scientific issues. However, these changes have not found an…

Citizens participating in contemporary socio-scientific issues (SSI) need to draw on local knowledge and personal experience. If curricular developments in the teaching of controversial SSI are to reflect contemporary notions of citizenship then the personal narrative is an indispensable instrument in bridging the gap between the local/personal…

This paper questions the perceived divide between "science" subject matter and "moral" or "ethical" subject matter. A difficulty that this assumed divide produces is that science teachers often feel that there needs to be "special treatment" given to certain issues which are of an ethical or moral nature and which are "brought into" the science…

Describes a course which examines the history and philosophy of the relationship between science and society and applies these concepts to such current issues as sociobiology. Includes course outline, instructional strategies, and bibliography of pertinent books, papers, and lecture notes. (JN)

Discusses teaching approaches which incorporate science/technology/society issues in elementary and secondary school science curriculum, including short topics, discrete units, elective courses, full-fledged science/technology/society curricula, and interdisciplinary courses taught by several teachers in different fields. Ways to persuade teachers…

Discusses the implementation of the "Science in Society" project into Oxfordshire schools. The place of the course in sixth form schools, teacher attitudes about the course, local school initiatives, ways of overcoming problems in teaching the course, and other topics are addressed. (JN)

Avi Hofstein and Robert E. Yager recently published "Societal Issues as Organizers for Science Education in the 80's" (EJ 273 207). Objections to their thesis are discussed indicating, among others, that their suggestions would be counterproductive to their stated goals and open to dangerous manipulation by anti-scientific factions and social…

Offers a defense of societal issues as organizers for school science programs in response to criticisms of this thesis discussed in SE 534 649. Indicates that there appears to be no evidence that using nontraditional topics as organizers will make science more subject to manipulation and perversion. (JN)

Discussed are college courses taught in the Netherlands that are concerned with the role of science, technology, and scientists in contemporary society, sometimes called STS (Science, Technology, and Society) courses. Topics include STS as a movement and an educational innovation and the agenda for STS courses. (JMK)