TY - JOUR
T1 - Curriculum development in science, technology and society (sts) as a means of teachers’ conceptual change
AU - Keiny, Shoshana
AU - Gorodetsky, Malka
PY - 1996/1/1
Y1 - 1996/1/1
N2 - The approach to science education known as Science, Technology and Society (STS) has recently been widely adopted. An STS school-based project, initiated by a pilot group of teachers and two science-educational researchers, served as a case study for this paper. This collaborative group was responsible for the planning and implementation of an inservice course for science and technology teachers, that aimed to develop an STS rationale. Teachers conceptual change, the process of constructing their STS content and pedagogical knowledge, is explored in terms of our model of conceptual change. Finally, we suggest that STS should be viewed as a learning orientation rather than as a specific content or subject matter.
AB - The approach to science education known as Science, Technology and Society (STS) has recently been widely adopted. An STS school-based project, initiated by a pilot group of teachers and two science-educational researchers, served as a case study for this paper. This collaborative group was responsible for the planning and implementation of an inservice course for science and technology teachers, that aimed to develop an STS rationale. Teachers conceptual change, the process of constructing their STS content and pedagogical knowledge, is explored in terms of our model of conceptual change. Finally, we suggest that STS should be viewed as a learning orientation rather than as a specific content or subject matter.
UR - http://www.scopus.com/inward/record.url?scp=85066216491&partnerID=8YFLogxK
U2 - 10.1080/0965079960040203
DO - 10.1080/0965079960040203
M3 - Article
AN - SCOPUS:85066216491
VL - 21
SP - 185
EP - 195
JO - International Journal of Phytoremediation
JF - International Journal of Phytoremediation
SN - 1522-6514
IS - 1
ER -