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Science and Technology Education in the STES Context in Primary Schools: What Should It Take?
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Zoller, Uri – Journal of Science Education and Technology, 2011
Striving for sustainability requires a paradigm shift in conceptualization, thinking, research and education, particularly concerning the science-technology-environment-society (STES) interfaces. Consequently, "STES literacy" requires the development of students' question asking, critical, evaluative system thinking, decision making and problem…
Descriptors: Problem Solving, Decision Making, Creative Thinking, Social Influences
From Teaching-to-Know-to-Learning-to-Think for Sustainability: What Should it Take? And How to Do it?
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Zoller, Uri – Online Submission, 2011
Given the current striving for "sustainability" and the corresponding paradigms shift in science, technology, R&D, environment perception, economy and politics; e.g., from unlimited growth-to-sustainable development, correction-to-prevention and passive consumption of "goods", culture and education--to active participation,…
Descriptors: Foreign Countries, Educational Strategies, Sustainable Development, Science Education
Decision-Making in Future Science and Technology Curricula.
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Zoller, Uri – European Journal of Science Education, 1982
Argues for a decision-making-oriented science and technology curriculum for secondary school students which should: (1) expose students to open-ended problems within their natural setting; (2) provide students with real decision-making situations; and (3) involve students in scientific/technological social actions (in community institutions or…
Descriptors: Curriculum Development, Decision Making, Problem Solving, Science Curriculum
Assessing Conceptual Change of Teachers Involved in STES Education and Curriculum Development--The STEMS Project Approach.
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Tal, Revital T.; Dori, Yehudit J.; Keiny, Shoshana; Zoller, Uri – International Journal of Science Education, 2001
Assesses the conceptual change of teachers who have been involved in the development, implementation, field testing, and evaluation of several modules. Points out that the intrinsic nature of the STEMS (Science-Technology-Environment-Society) curriculum requires that the teachers who teach it also be the developers of its modules. (Contains 48…
Descriptors: Critical Thinking, Curriculum Development, Decision Making, Evaluation
Goals' Attainment in Science-Technology-Society (S/T/S) Education: Expectations and Reality. A Probe Into the Case of British Columbia.
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Zoller, Uri; And Others – 1988
Based on the belief that students should have a better understanding of technology and science and their interaction with society, the course Science and Technology 11 (ST 11), was proposed in 1984 for students in grade 11 in British Columbia (Canada) who did not elect one of the existing science courses. In September 1986, this new STS course was…
Descriptors: Course Content, Decision Making, Environmental Education, Foreign Countries
The Fostering of Question-Asking Capability. A Meaningful Aspect of Problem Solving in Chemistry.
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Zoller, Uri – Journal of Chemical Education, 1987
Deals with strategies for the fostering of the question-asking capabilities of chemistry students through the use of active, real-world problem-solving and decision-making processes. Suggests that appropriate teaching strategies do facilitate the students' question-asking abilities, and strengthen their confidence in applying them to…
Descriptors: Chemistry, College Science, Decision Making, Discussion (Teaching Technique)