The design of science-technology-society curriculum materials : features, orientations, and constraints

Abstract

This study used qualitative research techniques to develop a meaningful and comprehensive description of Science-Technology-Society (STS) curriculum materials. Six units that employed the STS theme were selected from the SciencePlus textbook series to serve as a basis for developing a characterization of STS materials. Data sources included the examination of the units themselves, the examination of the accompanying teacher's guides, and interviews carried out with the unit authors. The descriptions involved the determination of features, organizational patterns, and orientations for the units. The second part of the study involved using the STS features that had already been found as a basis for questioning the authors about the reasons for their design decisions. The findings of this study present: (a) a descriptive framework for the appreciation of STS units, which highlights four distinct types of learning and the potential world perspectives found in each and (b) several factors that influence and constrain authors of STS textbook units, which leads to hypotheses concerning potential impediments to the practice of STS.