Curriculum development in science, technology and society (sts) as a means of teachers’ conceptual change

Shoshana Keiny, Malka Gorodetsky

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
Pages (from-to)185-195
Number of pages11
JournalInternational Journal of Phytoremediation
Volume21
Issue number1
DOIs
StatePublished - 1 Jan 1996

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