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SO 030 149

Cheek, Dennis W., Ed.STS Reporter: Science, Technology, and Society.Special Issue and Vol. 1, No. 2-3.

National Science, Technology and Society Network,

University Park, PA.National Science Foundation, Washington, D.C.89

38p.Collected Works - Serials (022) -- Guides -Non-Classroom Use (055)STS Reporter: Science, Technology and Society; speciss Nov 1988 vl n2-3 Feb,Apr 1989

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news of the nationwide network. Volume 1 includes: "The PresentOpportunity in Education," a position paper of the Triangle Coalition

for Science and Technology Education; °An STS Learning Cycle for

Middle School Students" (Peter Rubloa; Carmine DeCarlo); "A Precollege

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STS Reporter

Special issue [andl Vol. 1, No, 2-3.

U.S. CIEPAR111RIENT or EDUCATION

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SCIENCE TECHNOLOGY AND SOCIETY

SPECIAL ISSUE NOVEMBER 1988

tt. t're,ent tiiptirt Unit UI Edm airat r A prrstiron paper f he irtangte 'oatition tor SAtene and n hnolokty Eihit anon It Was pro11. a taNtt iiirtr r haired tr\ tiar \ .thtm. And ha:, tl-en approved tr. the Tr iangfr t'oarition steering Coninhdoe. We are litear,ed Iii

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The nation is poised at a decision point. A strongnational consensus has developed on the social,economic, and competitive necessity for the improve-ment of education. It is time for an explicit nationaleducational policy and decisive federal action toimplement the policy. The need for action is espe-cially critical in science and technology education.We cannot afford to have another generation ofstudents who are unprepared to work and live in thetechnology-driven era of the future. From an earlyreport on the present condition:

"The nation that dramatically andboldly led the world into the age oftechnology is failing to provide its ownchildren with the intellectual toolsneeded for the 21st century."

The National Science Board Commission on Precollege Educationin Science. Mathematics and Technology in Educating Americans/or the 21st Century, 1983.

Too many American citizens are functionally illiter-ate in science and technology. This reduces theirproductivity in technical industries and their abilityto play an informed rok in social and politicaldecisions with scientific/technological content.Furthermore, the talent pool of excellent U.S stu-dents planning for careers in science and engineer-ing is shrinking while foreign students are eagerlyfilling their places in graduate schools.

This national failure has a direct cost to Americanindustries. A significant/amount of the $30 billion,which industry spends annually on training andpersonnel development, is caused by poor schoolpreparation, In fact, business and industry spend asmuch annually on the most basic remedial educationof employees as the federal government spends onscience and mathematics educationand still theproduct is flawed. Unless drastic reform is broughtabout, we will see the loss of our industrial suprem-acy and of the vitality of our democratic processes.The fundamental needs in science and technologyeducation are national in scope; the consequences ofour continuing failure will be borne by all.

Thus, a large part of the responsibility for providingadequate resources for innovations and leverage forchange in the nation's schools belongs ta the federalgovernment. But, despite overwhelming data from amultitude of well-researched studies, (some of whichare included in this paper), our nation has yet todevelop a comprehensive national policy for invest-ment in science and technology education. Whilereforms have been undertaken at the local and statelevels, and new federal legislation has been passed, astatement of national policy needs to be developedwith focussed programs, clear goals, and adequatefunding.

A NATIONAL GOAL

The nation must set as a goal the developmentof a broad pool of citizens who are interestedand functionally literate in science and itsapplicatiors in society.

The Triangle Coalition for Science and TechnologyEducation has identified the key components of sucha policy. We offer them here to help focus thenational agenda in education on the improvement ofscience and technology, and specifically to provideguidance for increased and redirected federal spend-ing for science and technology education.

We propose a policy with both short- and long-termsignificance. Program strategies to implement sucha policy must explore options for fundamentaleducational change, as well as encourage adoption ofexemplary programs that have been successful inschools.

A national science education policy must be sensitiveto two broad needs:

Ensuring that most young people havescientific and technological literacy ade-quate to cope with the demands placed onan individual by a scientific and technologi-cally orier"-ed society.

2 The Present Opportunity in Education

Providing a deep pool of persons competentto become American leaders in scientificand technological research and develop-ment.

The policy response to these needs must be balancedand pursued in the context of enhanced publicappreciation for the benefits of science and technol-ogy to the nation. The policy recommendations ofthe Triangle Coalition will require a critical balanceof federal, state, and local investment by both publicand private sectors.

POLICY RECOMMENDATIONS

Our fundamental recommendation is that thenational science and technology educationpolicy specifically target major areas of identi-fied need.

The present politically driven programs, by evenlyspreading, assistance over all science disciplines,school districts, geographic areas, and grade levelsresult in a resource base at the point of need, whichis too thin to nurture significant improvement.More than increasing the resource pool is needed.Resources must be concentrated where need is greatand expectation of improvement is realistic.

The federal government must undertake major newresponsibilities. The bulk of the effort, however,and most of the resources, will continue to bedeveloped and focused at the local level. In particu-lar, the promising new movement of broad-based,community collaborations, in the reform and sup-port of science and technology education, should bedeliberately stimulated and supported. Business/industry and others in the technical communitymust be encouraged to collaborate with educator inall phases of program development and implementa-tion.

Critical Needs

New programs must be developed, present programsstrengthened, and old strategies, which do notaddress these critical needs reexamined, to achievethe sharp focus required. We have identified thefollowing five specific areas of need, which form the

basis for the development of a national policy.

Under-served studentsInadequately prepared teachersCrucial subject matter areasPivotal grade levelsNeglected geographic areas.

I. Students

As the data we present in the following sectionsshow, only a few U.S. students are performingsuccessfully in school science, but the problem iscritical for certain types of students. Initiativesmust be developed to open science and technology towomen, Blacks, Native Americans, Hispanics, andother minority populations presently underrepre-sented in technical/science courses and careers. Avariety of strategies will be needed including earlychildhood programs for the economically disadvan-taged. New science and technology curricula, withcareful focus on the elementary level, need to bedeveloped, and science and technology educationmust be consciously structured to nurture interestand develop skills at all grade levels.

2. Teachers

Programs must be devised to produce a pool ofhighly skilled science teachers, and to keep themcurrent as their disciplines (and the techniques ofteaching) grow and change. Many of these teachersmust be adequately prepared to instruct students inmore than one field of science. Priority must begiven to increasing the representation, amongscience teachers, of the minority populations thatwill be an increasing percentage of the student body.

A priority effort must be given to reform of pre- andin-service education to bring elementary teaching inscience and technology to a satisfactory level ofcompetence.

Although the federal government must increase itsfunding of pre- and in-service education, there aremany other mechanisms including programs atmuseums and the community-based "local alliances"described in the following section, which deserve en-couragement and support.

IF I

3. Subject Matter

The physical sciences, including physics, chemistry,and the earth and space sciences are poorly pre-sented in most school districts. There are seriousshortages of adequately prepared teachers, and ofthe time and facilities to enable teachers to do thesesciences with their students.

There is a corresponding need for new curriculamaterials in all areas, which present science andtechnology as an integiated and interactive area oflearning. This curriculum must not only relateclassroom teaching to the world that the studentsinhabit, but also must produce graduates with boththe interest and the skills to continue to learn aboutscience and its applications. This purpose is notbeing served by the present system of courses basedon encyclopedic textbooks.

4. Pivotal Grade Levels

Deficiencies in science and technology education aremost serious at the elementary level. The filteringoff of minority students and women begins at thislevel. If only for this reason, resources for changemust be concentrated here.

Undergraduate science and technology instruction isalso in need of redirection and reform. U.S. collegesand universities must be encouraged and given theresources to make undergraduate science andtechnology instruction appropriate for future teach-ers, lawyers, managers, and other professionals.These institutions must also be encou:aged, if notrequired, to develop programs and student incen-tives, which will guide more U.S. students, in par-ticular women and minority students, into careers inscience and engineering.

5. Geographic Areas

The waste of human resources is most obvious in theinner city. Educational reform programs of manytypes must be targeted here. Pay back will come,not only in later increases in productivity, but also inthe form of decreased costs of retraining, welfare,law enforcement, and incarceration.

"he Present 00portunity In Education 3

In the rural areas also, resource scarcity, isolation,and inappropriate curricula materials are creating astudent population, which is grossly under-served bytechnical education. In rural America, schools ingeneral, and technical education in particular, offerimportant opnortunities for new careers, communitydevelopment and long-term economic growth.

A New Constituency

The growth of "local alliances"broad-based, com-munity level collaborations to help teachers andschools improve science, mathematics, and technol-ogy educationis a new constituency for education,which should be targeted for support and expansion.The Triangle Coalition has developed links with anetwork of more than 250 such local alliances,"several of them statewide in nature. Much of thesupport for these local efforts comes from financial orin-kind contributions from business, industry, andlabor. These efrirts need recognition, "seed money,"tax, and other incentives to strengthen existinggroups and stimulate the formation of new ones.

We are encouraged that the recently enacted tradebill contains the following wording under Part B,Chapter 4: ", . . to encourage partnerships in scienceand mathematics education between the businesscommunity, museums, libraries, professional mathe-matics and scientific associations, private nonprofitorganizations, appropriate state agencies andelementary and secondary schools." We look forwardto the full funding and early establishment of pro-grams under this authorization.

SIX MEASURES TELL THE STORY

To bring the problem into perspective we've selecteddata from research supported by the NationalScience Foundation and the U.S. Department ofEducation. These studies dramatically illustrateneeds in each of the policy areas we have identified.

1. lniernational Standing

On an identical international science achievementtest, the U.S. ninth grade students ranked onlyslightly above the lowest of the 16 countries tested,(see Figure 1).

4 The Present Opportunily In Education

Figure 1. Grade Nino Science Achievement In 16 Countries

HuncorYJapan

NetherlandsCarioda

FinlandSweden

PolandKorea

NorwayAustralia '-England

Pah"

ThailandSingapore

Hang Kong

0

6261.761.3

60.360.359.759.3

55.755.7

55i SS

55547

20 40 60

Mean Peroont Con0C3

SoUrCe: *international Science Report Carol'from the second lEA science stuay. 1988. p.3.

&D

In 1986, U.S. students who were completing a secondyear of biology, chemistry, or physics were admini-stered, along with students from other countries, atest in their specialty area. These advanced, collegebound students scored:

13th (last) in biology11th of 13 in chemistry and9th of 13 in physics.

Overall in these three subject areas, U.S. advancedstudents ranked 11th of the 13 countries tested, (seeFigure 2).

Figure 2. Advanced Science Students in Biology, Chemistry.and Pnysics (average of Mose tosts)

EnglandHong Kong

Singaptrat

63.7

62.9

1111111=111111110111111111r1111111111111111.11111111111. 62 6

Hungary '644Japan IiiiIIMM1111.11111111111101111111111111614Poland Si

Naval' 1.1.11.1.1111111.111141111.111111 494

Australia 47

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Finland 11111111111111111111111111111111111111 35.7

20 40Moan Percent Correct

'Hong Kong doto OVV0911) of two ettforont dosum

Source: 'International Science Report Card° from the secondIEA science study. 1988, compostte data pages 4. 5. & 6.

80

2. National Trends

Performance of 9-, 13-, and 17-year-old students hasbeen measured by the National Assessment ofEducational Progress (NAEP) since the 1969-70school year. After a steady decline in the 1970s, es-pecially at age 17, student performance in sciencebegan to improve, but only the 9-year-olds haveregained the 1969-70 level of proficiency, (see Figure3).

Figure 3. National Trends in Average Science Proficiencyfor 9, 13, and 17-year-olds from 1969-70 to 1986

320

3006 280

260

IQ 240

z 220

200

1960

Age 13

Age..... .........

1970 1980 1990

Source: NAEP data from 1970 to 1986, September 1988.

In addition, in their presentation of these data, theNAEP analysts warn us that most of this improve-ment has been at the rudimentary levelbasicscience facts and principlesand that even at thehigh school level, "a majority of 17-year-olds arepoorly equipped for informed citizenship andproductive performance in the work place, letalone post-secondary studies in science."

3. Trends by Gender and Ethnicity

Most of our scientists and engineers are white males,and by 1990 the talent pool of white males will haveshrunk by 30 percent. Bright women and minoritystudents who currently avoid technical careers, forwhatever reason, must be brought into that talentpool. Unfortunately, NAEP data offer little encour-agement. While the gaps in proficiency scores havenarrowed in the 80s, non-Asian minorities andwomen continue to score significantly lower, thantheir white male peers, in each of the age categories,(Figures 4 and 5 show this for 17-year-olds).

The Present Opportunity th Education 5

figure 4. Trends In Average Science Proficiency forWhites. Blocks, and Hispanics age 17

320

3°°E 280

260

§ 240z220

1960 1970 1980

noøatacvoilceftom 1970 and 1973

1990

Figure 5. Trends in Average Scienc Proficiency for Males andFemales age 17

320

3i0

300tr,

E 290a.

ttt. 280

270

19,5a 1970 1980 1990

Source for ligures 4 & 5: NAEP composite data, September1988.

4. Science Instruction

Among the possible explanations for poor studentachievement are:

Lack of emphasis on scienceInappropriate curricula and instructionPoorly equipped classroomsInadequately prepared teachers.

Here are some critical facts:*

Recent national surveys found that 68percent of students planned to stop takingscience classes when minimum schoolrequirements were satisfied.

Over half of all 17-year-olds indicate thatthe science they learn in class is not usefulin everyday life.

'Source: Weiss. 1. R.. '1985-86 Natfonot Survey of Science andMathematics Education." November 1987.

Elementary classes (K-3) typically spend anaverage of only 18 minutes a day on science,less than half the average time spent onmathematics and one quarter the time spenton reading; upper elementary classes,grades 4-6, spend an average of only 29minutes a day on science.

One third of all elementary science classesare taught in classrooms that have noscience facilities.

Eleven percent of the third graders testedby NAEP reported never haV ig a sciencelesson and another 13% reported sciencelessons less than once a week.

Nearly half of all seventh grade studentsreport never having been asked to interpretdata in their science classes. Forty percentor more of both seventh and eleventh gradestudents report that they have performed noscience experiments in the past month.

The vast majority of teachers and principalsbelieve laboratory-based science classes aremore effective than non-laboratory classes,but, overwhelmingly, lecture and discussionare the methods most often used.

5. Science Teachers

Results from teacher elf-assessments reveal star-ding data. While 82% of grade K-6 teachers feel wellqualified to teach reading, and 67% to teach mathe-matics, only 27% believe they are well qualified toteach life science and even fewer to teach physical orearth/space science (15% in each case, see Figure 6).

Figure 6. Percentage of Elementary Teachers Who BelievThey are Well Qualified to Teach by Subject Area

'twang

Mathematics

Lite Sciences

Earth Sdences

Phyla es

20 40 60

Source: NAEP survey doto. September 1988.

so 100

tzettlha

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3*.:W.V.,40***)=.14a-wzmzcicekito

6 The Present OCV-ortunity in Education

It is interesting to note that one half of all theelementary teachers reported they had no in-servicescience education in the year previous to the assess-ment.

There is a great deal of "out of field" teaching inAmerican science classes. Roughly half of all highschool science teachers are assigned to teach at leastone class outside their area of mikjor college prepara-tion. The problem of-out-of-field teaching is seriousin chemistry and physics, (see Figure 7).

Figure 7. Percentage of High School Classes Taught byTeachers Who did not Major in the Subject

Biology

Chemistry

Physics

30 43

Source: Weiss, HZ.. 'Course Background Preparation of ScienceTeachers . . A Paper Prepared for AAAS Forum on SchoolScience, (1987. )

6. Geographic Area

A significant proportion of our precollege studentsand teachers are in schools and communities whereresources for technical education are scarce. Thisleads to inequality of opportunity and the growingproblem of scientific and technological illiteracyamong large segments of our youth. The perform-ance differences among students from differentgeographic conditions are thus substantial. Thesedata show differences much larger for urban-subur-ban areas than the black-white differences reportedabove, (see Figure 8).

Figure& Average Scienc Proficiency by Age andGeographic Region (1986)

Ago 17

Ago 13

Age 9

0 100 203 300Proficiency Lames (500 moArburn)

SOUrCe: Weiss, I.R., '1985-86 National Survey of Science andMathematics Education: November 1987.

400

SLOurtacn

21 Rural

Urban

Rural and urban elementary science classes arenearly twice as likely as suburban science classes totake place in a classroom with no science facilities,(see Figure 9).

Figure 9. To* of Selnentory Science Classrooms (Percent ofClasses)

Suburban

Laboratory or specialscream mom.

CSassrooms wIth portablescience materials.

Classrooms with noscones 'vetoes.

12%

61%

27%

Rural

2%

53%

45%

Urban

3%

50%

45%

Source: Weiss.1.12.. '1985-86 Nationot Survey of Science andMathematics Education,' November 1987.

The differences among geographic areas in terms ofboth basic and more advanced high school coursesnormally considered essential to college work inscience are shown in Figure 10.

Figure 10. High School Scienco Course Offerings by Typo ofCommunity

1st yr Biology

2nd yr Sider/

1st yr Chem

2net yr Chem

Tit yr Physka

2nd yr Phys3cs

Suburbon

r yr a

vocal"

4urz,,,,,,,z,,,,,40,,,tnxiw,mx\v..;&SIN674,145,AX.VC4040.06LNWAV4444..M44.riN-N=See,

A7....:?,t.e.,y,W.44.44.1.1,..Vakma4,414f:44:44:4M,}1-WAL4.2.54&±14.11.:e..).WAN

20

Source: Weiss, 1.R.. '1985-86 National Suivey of Science andMathematics Education: November 1987.

NSEQUENC:iS

For most of this century, the United States has beena recognized world lender largely because its indus-tries could out-produce those of any other country.This leadership deper ded in part on our rich re-sources of raw materi ils, but equally important werethe production lines %ehere qualified and skilledworkers developed, constructed, and marketed highquality, mass-producc d, inexpensive products.

Raw materials have now been seriously depleted,and our resource of large numbers of workers withadequate skills is no longer unique. Education hasimproved all over the world. Now, Europe, and,specially Japan, Korea, and other Asian countrieshave developed mass production capabilities andhave workers with more than adequate skills whoare willing to work longer hours at lower pay thanU.S. workers.

To compete with countries like West Germany,Japan, and Korea we must make a choice: a choicebetween two futures:

We can upgrade the skills of a few workersin high-tech production jobs, and consign therest to lower skilled jobs at low pay, lower-ing the overall standard of living.

We can change our goals of production fromgoods to designs, technical services, andhigh-tech products with a correspondingchange in the status and role of the worker.It is clear that the rich societies of the futurewill be those countries with high productiv-ity and knowledge-based goods and services,countries that have large numbers of "highlyskilled" workers using the most advancedtechnology available.

lf we choose the high wage, high standard of livingalternative, we face a massive educational challengecalling for immediate and substantial investment.From the evidence displayed earlier, it is clear thatneither our existing work force, nor the one being

presently educated in our schools has the technical orthe reasoning skills to enable them to become thehighly skilled workers that are needed.

The challenge is to prepare a well educated andscientifically literate future work force. Our presentwork force has a direct financial stake in meetingthis challenge. When our parents retired, each oftheir pensions was supported by 17 workers. Whenthe present "baby boom" generation begins to retire,the ratio will be about three workers per retiree, oneof whom, on the average, will be a member of a mi-nority population. To keep pensions healthy each ofus needs three highly skilled, highly paid workerssupporting us; we cannot afford to have any one of1-iern. at age 50, chronically unemployed in a declin-

Eng economy.

The challenge to the entire educational system is notan unprecedented one. It is much the same chal-lenge, on a far larger scale, that the nation faced inthe last century as we moved from a largely agrariancountry to an industrial power. It is a lesson that therest of the world has learned from us. Nevertheless,no country in history has mandated that the majorityof its Citizens become and remain well-educated. Thenumbers we are dealing with, of teachers, schools,and students are staggering and so the increase inthe investment that will be needed to accomplishthese goals, even if spread over a number of yaars,will be a large one. But, as Harold Hogkinson hasrepeatedly warned us, we are moving into a periodwhen young people will be a scarce resource, andwith a youth shortage, we cannot afford to let anychild fail.

The challenge to science educators is quite specific,for science education bears much of the responsibilityfor developing the key skills for a high technologyfuture. Success will be ensured with the implemen-tation of a national policy of targeted support ofcritical areas of need. With such support scienceeducators -2.an produce students with an understand-ing of the basics of science and mathematics and theability to apply them to the solution of technical andsocietal problems. The nation can prepare itself fora high technology future. The price of failure is tocontinue to slide toward a lower standard of living,and a second class world status.

Chairpersons

EducationMary Hatwood FutrellNational Education Association

IndustryRobert C. ForneyE.L Du Pont de Nemours

Science & EngineeringGlenn T. SeaborgUniversity of California-Berkeley

Steering Committee

Pamela J. BarbaraAmoco Corporation

Joseph BlandingUnited Auto Workers

Audrey B. ChampagneAmerican Association for the Advancementof Science

Kenneth ChapmanAmerican Chemical Society

Kenneth D. FisherFederation of American Societies forExperimental Biology

Lynn W. GlassIowa Alliance for Science Education

Richard GowenInstitute of Electrical and Electronics Engineers

Logan E. HargroveAcoustical Society of America

Manert KennedyColorado Alliance for Science

Marjorie KingNational Association of Biology Teachers

Marsha LevineAmerican Federation of Teachers

William Linder-ScholerCray Research, Inc.

Cornell McCullom, Jr.National Action Council for Minorities in

Engineering, Inc.

Phyllis McGrathGeneral Electric Company

Boyd OdomAtlanta Partnership of Business and Education

F. Joe PielSUNY-Stony Brook

Walter PurdyEdison Electric Institute

Gerald SkoogNational Science Teachers Association

The Triangle Coalition for Science and Technology Education is a 501(03 nonprofit organization housed at

NSTA, which serves as its fiscal agent. The Triangle Coalition staff operation is headed by Dr. John Fowler,

Executive Director. 5112 Berwyn Road, 3rd Floor, College Park, MD 20740, (301) 220-0870.

STSReporterThe Pennsylvania State linhmity117 Willard BuildingUniversity Park, PA 16802

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STS MIASCIENCE TECHNOLOGY AND SOCIETY

VOL. 1, NO. 2 FEBRUARY 1989

From theEditor's Desk. ..

The Fourth National Technological LiteracyConference (TLC IV). held February 3-5, 1989 atthe Crystal Gateway Marriott Hotel in Arlington.VA was a gold mine of information and ideasfor K-12 STS educators. Educational themeswere evident throughout the conference, mostnotably on the opening day of the conference asDr, James Rutherford. Chief Education Officer ofAAAS and Director of Project 2061. focusedattention on "Education for Societal Solutions".Dr, Mary Budd Rowe. former President of NSTAand Dr, Alan McClelland of the National ScienceFoundation gave considered responses to Dr.Rutherford's presentation. A series ofmoderators then led break out discussionsessions for the remainder of the morning.

The afternoon was filled with exemplarymaterials, courses. and programs for K-12 aswell as college educators. Additional programsand materials were featured at workshops onFriday evening and Saturday. A listing of someprograms featured and one of the presenters foreach session is provided to enable you to solicitfurther information from presemers since manyof our readership were not able to takeadvantage of this conference on site. A briefletter of enquiry regarding your interests andinformational needs should receive replies frompresenters and information on the costs ofobtaining additional materials. Some of thepresenters at TLC IV will briefly describe aspectsof their programs for us in upcoming issues ofthe Reporter. Extended descriptions of manyprograms as well as other conference papers willbecome available as Conference Proceedingsthrough the ERIC Network sometime in latesummer. We will announce in the Reporterwhen those Proceedings are on line within theERIC system.

"Five Part NSF Project for Reforming K-8Education in Phoenix, AZ, Dr. Frederick A.Staley. Division of Curriculum and Instruction(FEE), Arizona State University. Tempe. AZ85287-0911

"Middle School Approaches for TeachingCritical Issues: An integrated SocialScience/Science Perspective-. Sherry L. Riley,Riley Elementary School. Walnut & Thomas,Fostoria, OH, 44830

"The Use of Vertebrate Animals inBiomedical Research and Product Testing" (ahigh school level module), Stephen Baler,Emmaus High School. Emmaus. PA. 18049

"An STS Academic Text for High School".Dr, Glen Aikenhead, Dept. of Curriculum,College of Education. University ofSaskatchewan. Saskatoon 57N OWO,Saskatchewan. Canada

"Sowing the Seeds of STS", Marilyn McClain,Secondary Gifted Program, South Arca Office.Dade County Public Schools. 9040 SW 79thAvenue. Miami, FL. 33156

"Appropriate STS Activities & Materials forthe Elementary Classroom", JoAnne Wolf,Science Education Specialist. SSRC. Mesa Pub lkSchools. 153 S. Alma School Rd.. Mesa. AZ.85234

"STS Activities for Elementary Grades K-6".John A. Bartley. Science Supervisor. K-12.Springfield School District. I I I W. LeanyAvenue. Springfield. PA, 19064

"STS Efforts in lowa: The ChautauquaProject", Susan M. Blunck. Coordinator, IowaChautauqua Program, University of Iowa, 767Van Allen. Iowa City, IA. 55242

"CHEMCOM: Future Opportunities forPromoting Chemistry Literacy". Dr. SylviaWare. Director. Education Division. AmericanChemical Society, 1155 Sixteenth St,. NW.Washington. D.C. 30303

"Tools for Implementing STS in the Scienceand Social Studies Curriculum-. Lynn Parisi.Senior Staff Associate. Social Science EducationConsortium, 855 Broadway. Boulder. CO 80302

An STS Learning Cycle forMiddle School Students

Peter A. Ruhha & Carmine L. DeCarlo

Looking for a hands-on. inquiry teachingtrategy for MC with middle school students that

includes an STS dimension? The learningcycle" may fulfill your needs.

The learning cycle is a well establiFbedinstructional strategy first used in the SCISelementary science protect and later adopted bysecond.ary science teachers. John Renner andEdmund Marek's book. The Learning Cycle andElementary School Science Teaching,Heinemann. NY. 1988. is an excellent source onusing the learning cycle with plenty of good.worked through examples from various fields of

Ncience

The Learning CycleLearning cycle lessons are multiple sequences

of three phases: exploration, conceptintroduction, and concept application. Duringexploration, learners are involved in concreteexperiences with materials. These hands-oninteractiols are designed to challenge learnerscognitive structures by raising questions that thelearner cannot answer based upon their currentways of viewing the world.

The next phase of the learning cycle, conceptintroduction, is designed to help learners dealwith their mental disequilibrium from theexploration activity. The concept may beintroduced by the teacher. the textbook, a film

and/or other medium. (ften the learners mentalstructures remain unchanged and thedisequilibrium persists.

The goal of the last phase of the learningcycle, concept application, is to attack thispersistence of inadequate cognitive structures.by applying the concept to a broad range ofnew examples. For most students, these multipleconceptualizations result in both equilibrationand understanding. A concept application canserve as an exploration phase for the nextconcept to be introduced, thus the name'learning cycle".

Using the Learning Cycle toTeach the Greenhouse Effect

Upper elementary and middle school teacherscan incorporate the pedagogical strengths of thelearning cycle with the timeliness and

importance of an STS issue. We developed a STSlearning cycle lesson on the greenhouse effectwith six steps. In Step I. an exploration. learnersobserve the temperature inside two one-literplastic soda bottles (one with holes cut into it)placed next to one another in sunlight (or undera heat lamp). Learners record their observationsand inferences on a worksheet.

Step II (a concept introrluction) begins with areview of the observations and inferences madein Step 1. The teacher uses a sphere of clayplaced on the tip of one of the thermometersthat extend into each bottle to help learnersdraw an analogy between the plastic bottles andthe earth's atmosphere. particularly the CO inthe atmosphere. The temperature data from StepI is used to introduce the 'greenhouse effect".Climatic temperature changes over the pastcentury as the amount of CO in the atmospherehas increased are discussed.

For Step 1II (an application and exploration)groups of learners compile lists of humanactivities and natural processes that generate COand take CO out of the atmosphere, and suggestways by which we might reduce atmosphericCO .

Step IV (a concept introduction) begins with adiscussion of Step Ill. The synthesized lists ofactivities and processes is used to focus on/tutor contributors to atmospheric CO. e.g.fossil fuel use and deforestation. We decided iocoutmucci Hrt pagr f

f I had control of education. I should

expose children to the most vehement andeloquent advocates on all sides of everytopical question, who should speak to theschools from the B.B.C. The teacher shouldafterwards invite the children to SttiliMariZe

the arguments used, and should gendyinsinuate the view that eloquence is inverselyproportional to solid reason. To acquire

immunity to eloquence is of the utmostimportance to the citizens of a democracy.-

Bertrand Russell.Famous philosopher & mathematician

A Precollege Science Enrichment Program forHigh School Students Using an STS Approach

Dianne Rohinon

(ieneral Telephone and Ekctric Company.tiTF.) funds a seicnce cnricilment program atHampton University in Virginia for minorityhigh school students. Thirty-eigtu studentsparticipate in the two year program. whichprovides a variety of experiences in science thatrelate to both the technology students use andthe society in whi:h they live. The program.upon initial review. shows success in bothfostering interr,,t in and instilling knowledge ofscience,

The tar..,%not gittM ±: .

Acaderuc 1!;,students. atter

!Amon tor the program were!,. ts identitied by traditional

:L.st:.ad. the participating.0minating thems,:lves. were

selec:ed on the basis of recommendations fromtheir teachers. The program sought studentswh(t were pervivecl, in spite of their failure toexcell a,:ademically. as being very capableunderachievers.

Student involvement commenced with sixSaturday sessions during their junior academicyear in high school. continued with a two weeksummer session. and will conclude with sixSaturday sessions during their senior year. Theaetivitic, stressed not only content enrichment.hdt also development of student interest in thesciences. All science activities were developed

STS lines. stressing the impact of scienceon technology and society. In addition to thescience activities. the program continuallyinterwove short sessions on the process ot

.4)p lying for admission to college, financial aidinformation, and study skill development.

During the first Saturday session. studentswere given an overview of the program. For theremainder of the day. they participated in smahgroups in an environmental simulation focusedon current problems in the Chesapeake Bay andestuary (Hampton University is situated alongthis estuars J. These activities, as well as severalothers. were recorded on video tape forpurposes of documentation of the program andstudent feedback.

nother Saturday's activity involved hands-onexperience in the area of chemistry and physics.In the chemistry program. students wereinvolved in inorganic experiments :ollowed bydiscussion of the relationship of these activitiesto technology and society at large.

I 2,

During another session. students wereexposed to phys:cs in connection with workwith lasers and laser light phenomenon. Theseactivities stressed the use and impact of thistechnology both on today's world and possibleimplications for the future. Students developed amini -Mr. Wizard- series to demonstrate scienceto younger children using this activity as amodel. These student demonstrations beforeyounger students not only serve to fosterparticipants' interest in science but also provideenrichment and modeling for these youngerchildren.

Additional Saturdays involved marine scienceand wildlife management. The marine sciencecomponent was conducted at the University'smarine science center. where both physical andbiological oceanography were explored. Thewildlife management program was conducted incooperation with the Newport News ParkNature Center. Students observed animal habitatsin the wild, and became aware of conservationefforts focused upon ways in which man andanimals can mote effectively coexist in theirenvironment. Students were exposed totechniques of wild animal capture. and tovarious strategies used to control animalpopulations within a nature preserve.

During the entire two week summer period,students were transported by bus to and fromthe university campus. They became familiarwith the college environment by eating lunchwith mentor graduate students in the cafeteria.Additional activities included areas of personalimprovement, :tuely skills enhancement. andpreparation tor college. Extra enrichmentactivities were offered by university personnelfrom the offices of admissions and studentassessment. The science-related activities of thesummer session were conducted on campus andat various locations which would allow singleday excursions. One such off-campus 4ctivityinvolved the study of marine and coastal waterat the Wachapreague research station on theEastern Shore of Virginia. Here the studentstook an active part in dredging. seining, andother sampling activities. An island in theprocess of development was also explored.

During the students' senior year in highschool Saturday sessions will continue. They

3

will emphasize th( further development of vudyskills which students will need to succeed in

college.The program has clearly fostered interest in

science among minority students. Althoughinitially designed for twenty students.applications were received from over onehundred qualified students. The initial interesthas not waned. In fact. every student whoparticipated in the junior academic year choseto apply for the upcoming summer program.Continuation of this program and itsimplementation in other localities, shouldincrease minority participation in the study ofscience and technology at the college level. Toencourage the itnplemenution of Omi larprograms. the program administrator will hehappy to furnish a detailed daily schedule andadditional information to interested readers.Address your request to Dr. Dianne Robinson.Director of Interdisciplinary Science Center.Phenix Hall, Rm. 232. Hampton University.Hampton. VA 23668.

Our society has two needs in technicaltraining and education. One is the need ofour indusnies, universities, and public sectorfor highly educated scientists and eagineers.The second need is also vital, but lessappreciated. It is the need for a scientificallyliterate public.

Let MC 21.50 make 2 more general point. Innearly all of our nation's science andengineering affairs, we have neglected in thepast to gain broad public acceptance. Wehave not educated the public as to ourintentions; why the need exists, what theproblems are, what the solutions are, and soforth. As a consequence, we don't receivepublic support at the point at which wereally need it."

Eric Bloch.Director, National Science Foundation

The STS REPORTER was prepared under Gram NumberTEI-8751239 from the Science and Alnhematics Network.

National Science Foundation. The pomts of view or opinionse:tpressed in this document are those of the authors and donot represent the official position or policies of the NSF.

4

rINIMINIMINIIMINN111111111111.1=M1110

Studestishoukt acquire atm& winceliteracy in high school to enable them tofunction as educated citizens in the bodypoliticIf we are attempting to make thembiologists in their first course, we are not

going in the right direction."

Evelyn E. Handler,President of likundeis University

STS Learning Cyclecontinued from page 2

focus on deforestation. its connections with thecarbon and hydrologic cycles, and the role oftrees in preventing soil erosion. In addition. theNodal studies associated with land reform inthird-world nations, like Brazil, could beintroduced. The list of actions provides anopportunity to introduce or reinforce the STSconcept of "no free lunch".

Students construct and 2d1r1MiSter 2questionnaire in Step V (an application) todetermine what actions, if any. people in thecommunity are willing to take to help resolvethe greenhouse effect. The data are analyzed inclass. Conclusions and implications are drawnfor communication through media such 2S aschool newspaper.

Step VI (an application) focuses on involvingstudents in a tree planting protect (or someother action relevant to the greenhouse effect).A visit to a tree farm or a classroom visit by aconservation agent is recommended.

Suggested teacher resources on the greenhouseeffect include; "A Green Fix to the GlobalWarm-up" by Sandra Poste! (Worldwawh,October 1988) and "Endless Summer: Livingwith the Greenhouse Effect" by Andrew Revkin(Discover, October 1988).

An AppleWorks text copy of our "GreenhouseEffect" lesson plan can be secured by sendingblank 5 1/4 inch floppy disk and a pre-addressedfloppy disk mailer with correct postage appliedto the authors at 165 Chambers Building, ThePennsylvania State University, University Park,PA, 16802.

Peter A. Rubba is Associate Professor ofEducation and Carmine DeCarlo is a DoctoralStudent in Science Education at Penn State.

REVIEWS OF CURRICULUM MATERIALS& RESOURCES

This issue introduces a differem ft a for reviews. All STS materials will be reviewed using the

symbols and number designations dt Jed below. A separate category titled "Also of interest" willcontain narrative reviews of non-STS but potentially useful materials.

Overall AppraisalHighly recommended. The materialcontains no serious errors or deficiencies.and the reviewer thought the content andpresentation were excelknt.

2 Recommended. The material contains noserious errors or deficiencies. and thereviewer thought the content andpresentation were above average.

3 Acceptable. The material contains noserious errors or deficiencies, and thereviewer thought the content andpresentation were average.

Not recommended. The materialcontains serious errors of fact and/ordeficiencies in development.

Audience SuitabilityK Preschool or kindergartenEP Elementary, grades I & 2El Elementary. grades 3-5MS Middle school, grades 6-8PS High school. grades 9-12All Advanced placement HS students onlyT Teaching professional

Two consecutive levels are separated by acomma; e.g. K, EP. Three or more consecutivelevels are condensed to show youngest andoldest age groups. and the symbols for theseseparated by a dash; e.g. K-El. T is alwaysnoted separately.

STS CriteriaThe material is assigned a number for eachlettered criterion by the reviewer. 0 means thatcriterion is nonexistant. I is minimally present.2 is adequately present, 3 is obviously presentand presented well. The criteria are as follows:

A The relations of technological orscientific developments to societally-related issues arc made clearly, early, andin compelling ways to capture attention.

B The mutual influences "technology","sciimce", and "society" on each otherare clearly presented.

C The material develops learners'understanding of themselves asinterdependent members of society andresponsible agents within the ecosystemof nature.

The material presents a balance ofviewpoints about the issuels) and optionswithout necessarily striving to hide theauthor's perspective.

The material helps learners to venturebeyond the specific subject matter tobroader considerations of science.technology, and society, including thetreatment of personal and societalvalues/ethics.

F The material engages students indeveloping problem-solving and decision-making skills.

G The material encourages learners tobecome involved in a societal or personalcourse of action after weighing the trade-offs among values and effects drawn fromvarious scenarios or alternative options.

H The material uses this STS linkage tofoster learners' confidence in handlingand understanding at least one limited"science-technology" area, and/orhandling and using some quantification asan aid to judgments in the STS area.

Stop by and say Hello to us at ASCD

National in Orlando or NSTA National inSeattle!

Ilse National STS Network booth will be atboth conventions. Ms to drop by and /antother STS educators. Find out more aboutThe Network and efforts in your ft:stoma_ ..

the nation.A.

s

STS Trade Books Reviews

The State of the States-1987.Fund for Renewable Energy nd theEnvironment. Wash., D.C.. 1987.

OVERALL APPRAISAL: I

AUDIENCE SUITABILITY: El - HS

STS CRITERIA:A 0

0

00

3

2 3

3

2 3

3

3

3

3

The State of the States t987, is a briefpublication prepared by the Fund for RenewableEnergy and Environment (FREE). Its purpose isto -call attention to states that have effectivelyresponded to mounting environmentalproblems." These environmental problems are:air pollution, solid waste recycling, soilconservation, hazardous waste management. andrenewable energy conservation.

A crisp introduction frames the challenge:"the United States has reached a turning pointin environmental progress. As costs forprotection of (the public) have risen, the federalgovernment has retreated from its traditionalsupport." A description of each problem. itsrole in the life cycle, and its status of treatmentaccording to FREE criteria follow. Tables.charts, graphs, and "Model TreatmentSnapshots" supplement the national analysis.

The format and content of State of the ,Statesare ideal for the STS approach. Students canreadily compare local and state efforts to the"models." The myriad illustrations can doubleas classroom tools or as catalysts to provokecommunity clean-up action.

The only defect of State is its provincialism.Nothing is said about the global dimension. Theassumption seems to he that if U.S. problems arecorrected, the world will flourish. Aninternational effort with the same format wouldbe welcome.

Mark WelterRobbinsdale-Cooper High SchoolMinneapolis, MN

Science and Social Issues,Davifi E. Newton, J. Weston Walch Pub.,Portland, ME, rev. ed., 1987.

OVERALL APPRAISAL: I

AUDIENCE SUITABILITY: HS, T

STS CRITERIA:A

80

0

0

0

0

0

0

2 3

3

3

3

3

3

3

3

Each day when we pick up the newspaper weare faced with a wide array of issues that affectour well-being and that of the societies we livein. How are we to react to a Chernobyl, orgenetically engineered mice or AIDS? What doesit all mean to us? It is essential with such aflood of technical and complex information thatwe have some measure of understanding of thescience behind the issues and an ability toprocess the initmation in a meaningful way.David Newton's book, Science and Social Issueshelps develop such skills. The book is dividedinto three parts. Issues for the BiologicalSciences, Issues for the Physical Sciences andScience as a Social Institution. There are thirty-eight topics in all, covering such diverse areas as"Defining,Deatb," "Pesticide Problems",and "Government Control of Science." Eachfollows,a similar format: an introduction, thatprovi es a brief background to the subjectmat r: a case study, which leads to a majorqqestion that students must take some action

: further questions and a reading list. I likedhe way in which the issues were presented andfeel that they could readily be incorporated intothe regular science curriculum. Additionally, thebook could stand alone in a course wherescience and social issues were the primary focus.

Christine O'SullivanMcCorristin High SchoolTrenton, NJ

1 6

Science in the Marketplace,Florence G. Korchin, Tiger Pub., Red Bank, NJ,1983.

OVERALL APPRAISAL: 2

AUDIENCE SUITABILITY: MS, HS

STS CRITERIA:A 0

00

0

0

000

2

2

2

2

2

2

2

2

3

3

3

3

3

3

33

.science in the Marketplace offers a wide varietyof information and lab alternatives for use incurriculum with a STS approach. The textcontains 70 lab experiences which includes baskmathematical formulas and operations forscientific application; biology (nutrition and dietemphasis), physics (heat, electricity and energyconservation) and chemistry (emphasizingproduct testing). It allows students to studyscience as it exists in the `real' world. The labexperiences use common materials whichstudents can easily obtain.

The best utilization of the text would bc ingrades 7-12. Little or no science and mathbackground is required for the use of thereadings or labs. The format and content of thetext stresses the use of science information inmaking good decisions and emphasizes being asmart and informed consumer. The informationis relevant, accurate, and of high interest tostudents.

I believe this text would best be used as asupplemental and resource text rather than thesole source of information in a course or unit.The book would be a valuable source of ideasand information for anyone using an STSapproach in the classroom.

Morgan MastersChariton Community SchoolsChariton, Iowa

Energy for a Sustainable World,Jose Goldemberg, T.B. Johansson, A.K.N. Reddy,

Williams, World Resources Institute,Wash., D.C., 1987.

OVERALL APPRAISAL: I

AUDIENCE SUITABILITY: AP and T

STS CRITERIA:A 0 3

0 1 2 3

0 1 2 3

0 1 30 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

This title is a comprehensive attempt to bringthe energy crisis into focus in a relevant fashion.The book presents the findings of the End-UseGlobal Energy Project that the writers organized.The authors use the oil-price shocks of the early1970's to tie in technological and scientificdevelopments with the critical issues facingsociety in the 1980's and beyond.

Liberal use of statistics in the form of chartsand graphs covering a variety of energy formsand use are utilized. All of these appear to beextremely relevant to the average consumer. Forexample, Chapter V entitled, "Changing thePolitical Economy of Energy", makes manysalient points about tlie benefits of energyconsumption comparing the individual consumerand society in general.

Suitable for Advanced Placement classes andfor teaching professionals, the average readermight become overwhelmed by the vast array ofstatistical data presented, e.g. Chapter III,"Alternative Energy Futures". In general, thistext is well written and superbly illustrated andwould make an excellent supplemental textbookfor a STS high school course not only in thearea of energy, but also in areas such aseconomics and population.

Earl Lawrence MungerNorth Kansas City Public SchoolsNorth Kansas City, Mo.

MATERIALS RECEIVED

A Basic Guide to Nuclear Power, BarbaraMartocci. Greg Wilson, Edison ElectricInstitute. Washington. D.C.. 1987.

A Brief History of Sciecce, A. Rupert Hall.Marie Boas Hall, Iowa State University Press.Ames. IA. 1988. reprint of 1964 title.

A Gulde to Career Planning and JobHunting, ILiy nor Cannastra Associates. Eds..

Edison Electric Institute. Washington, D.C..

2nd rev. ed.. 1988.Biology Updated, David E. Newton. J. Weston

Walch Pub., Portland, ME. 1987.Biomedical Ethics - Opposing Viewpoints,

Julie S. Bach. Ed.. Greenhaven Press. St. Paul.MN. 1987.

Born Different: The Amazing Stories ofSome Very Special People. FrederickDrimmer, Macmillan Pub., New York. 1988.

Chem Com - Chemistry in the Community.American Chemical Society, Kendall/HuntPublishing Co.. Dubuque. IA. 1988.

Chemistry Updated, David E. Newton. J.Weston Walch Pub., Portland. ME. 1986.

Citizen Participation in EnvironmentalAffairs, 1970-1986: A Bibliography,Frederick Frankena. Joann Koelln Frankena.AMS Press. New York, 1988.

Citizen's Guide to Global Issues. Walter H.Corson. Ed.. Global Tomorrow Coalition inc.,Washington. D.C., 1985.

Connecting Science, Technology, andSociety in the Education of Citizens, JohnJ. Patrick, Richard C. Remy, Social ScienceEducation Consortium Inc./ERICClearinghouse for Social Studies/Social ScienceEducation. Boulder. CO. 1985.

Construction Technology, Mark W. Huth.Delmar Publishers, Inc.. 2nd ed.. 1989.

Cooperative Learning, Cooperative Lives -A Sourcebook of Learning Activities forBuilding a Peaceful World, NancySchniedewind, Ellen Davidson, Wm. C. BrownPub.. Dubuque, IA. 1987.

Creative Role Playing Exercises in Science& Technology, Lynn Parisi. Ed.. SocialScience Education Consortium. Boulder. CO,1986.

Dawn of Modern Science, Thomas Goldstein.Houghton Mifflin Co., Boston, 1988.

Development Education - Making It WorkIn and For Your Organization, BethRosenthal. Care. NY, n.d.. 1987(?)

Earth, Anne H. and Paul R. Ehrlich, FranklinWatts. New York, 1987.

Electricity Connections - Life in the

BY THE STS REPORTER

Electronic Age, Edison Electric Institute.Washington. D.C.. 1988.

Energy for a Sustainable World, Josetioldemberg, T. B.Johansson. A.K.N. Reddy.R. 11. Williams. World Resources Institute,Washington. D.C., 1987.

Experiments: Properties of Gas and HeatEnergy, Elbert C. Weaver. American GasAssociation. Arlington. VA, 1985.

Exploding the 'Hunger Myths - A HighSchool Curriculum, Sonia Williams. TheInstitute for Food and Development Policy,San Francisco. 1987.

Findings from dm 1986-87 NationwideSurvey of Secondary School Teachers ofPhysics, Michael Neuschatz, Maude Covalt.American Institute of Physics. New York,1988,

Food First Curriculum - An IntegratedCurriculum for Grade 6, Laurie Rubin, theInstitute for Food and Development Policy.San Francisco. 1984.

Futuristics, Joey Tanner, Zephyr Press. Tucson.1981.

Global Population Trends - ChallengesFacing World Leaders, Population ReferenceBureau, Washington, D.C., 1986.

Great Lives - Exploration, Milton Lotnask,Charles Scribner's Sons, New York, 1988,

Growing Up in the World, CARECommunications Department. New York,1988.

Human Needs and Nature's Balance:Population, Resources, and theEnvironment, Population Reference Bureau,Washington, D.C., 1987.

Ideology and RationaEty in the History ofthe Life Sciences, George Canguilhem. MITPress, Cambridge. MA, 1988.

In Context: History and the History ofTechnology - Essays in Honor of MelvinKranzberg, Eds. Stephen H. Cutcliffe. RobertC. Post. Lehigh University Press, Bethlehem,PA. 1989.

Investigating Science with Young Children,Rosemary Althouse. Teachers College Press,Columbia Unive-qty, New York. 1988.

Last Stand of the Red Spruce, Robert A.Mello. Island Press. Washington. D.C., 1987.

Learning in Science: The Implications ofChildren's Science, Roger Osborne, PeterFreyberg, Heinemann Educational Books,Portsmouth, NH, 1985.

Light, Lasers, and Optics, John H. Mauldin,TAB Books, Blue Ridge Summit. PA. 1988.

Living in the Environment, G. Tyler Miller Jr..Wadsworth Pub., Belmont. CA. 5th ed.. 1588.

Living with Technology, Michael Hacker,Robert Barden. Delmar Publishers, New York.1988.

Man, Nature & Technology - Essays on theRole of Ideological Perceptions, Eds. ErikBaark, Uno Syedin, St. Martin's Press, NewYork, 1988.

More Science For You 112 IllustratedExperiments, Bob Brown. TAB Books. BlueRidge Summit, PA, 1988.

More Wires and Watts: Understanding andUsing Electricity, Irwin Math, CharlesScribner's Sons. New York, 1988.

Nuts and Bolts of the Past - A History ofAmerican Technology, 1776-1860, DavidFreeman Hawke, Harper and Row, New York.1988.

Opposing Viewpoints Sources - Scienceand Technology, 1988 Annual, David L.Bender, et al., Ed , Greenhaven FITSS, St. Paul.MN, 1988.

Physics Updated, David E. Newton, J. WestonWalch Pub., Portland, ME, 1988.

Population Perspectives: Regional 'Views,Population Reference Bureau, Washington,D.C., 1986.

Primary Science: Taking the Plunge, WynneHarlen, Ed., Heinemann Educational Books,Portsmouth, NH, 1985,

Science and Culture in the WesternTradition, Ed. John G. Burke, et al., GorsuchScarisbrick Publishers, Scottsdale, AZ, 1587.

Science and Social Issues, David E. Newton,J. Weston Walch Pub., Portland. ME, rev. ed..1987.

Science and Societal Issues - A Guide forSch. Teachers, Charles R. Barman, JohnJ. Rusch, Timothy M. Cooney, The Iowa StateUniversity Press, Ames, IA, 1981.

Science and the Making of the ModernWorld, John Marks, Heinemann EducationalBooks, Portsmouth, NH, 1983.

Science as Power - Discourse and Ideologyin Modern Society, Stanley Aronowitz,University of Minnesota Press. Minneapolis,1988.

Science, Engineering, & Ethics - State ofthe Art and Future Directions, Mark S.Frankel, Ed., AAAS, Office of ScientificFreedom and Responsibility, Washington,D.C., 1988.

Science Fair: Developing a Successful andFun Project, Maxine Haren lritz. TAB Books,Blue Ridge Summit. PA, 1987.

Science Fiction, Patricia Payson. Zephyr Press,Tucson, 1980.

Science for Children: Resources forTeachers, National Science Resources Center,National Academy Press, Washington, D.C.,1988,

Science in the Marketplace, Florence G.Korchin, Tiger Publications. Red Bank, NJ,1983.

Science Learning in the Informal Setting:Symposium Proceedings, Paul G. Heltne,Linda A. Marquardt, Eds., The ChicagoAcademy of Sciences, Chicago, 1988.

Science Off the Pedestal - SocialPerspectives on Science and Technology,Daryl E. Chubin, Ellen W. Chu, WadsworthPublishers, Belmont. CA, 1989.

Science Study Skills Program: People,Energy, and Appropriate Technology, LisaSmulyan, David Marshak, Eds., NSTA,Washington, D.C., 1988.

Science, Technology, Society - AFramework for Curriculum Reform inSecondary Science and Social Studies,Social Science Education Consortium, Boulder,Ca 1987.

Scientific Futures of the PaSt: Predictionsfrom the World's Greatest Thinkers, MaryDomb Mikkelson, J. Weston Walch Pub.,Portland, ME, 1987.

Scientific Problem Solving - AnIntroduction to Technology, George Mills,John Aitken, Fearon Teaching Aids, David S.Lake Publishers, Belmont, CA, 1989.

Scientists and Technologists, Irene M. Franck,David M. Brownstone, Facts on FilePublications, New York, 1988.

State of the Environment: A View Towardthe Nineties, The Conservation Foundation,Washington, D.C., 1987.

Strengthening Geography in the SocialStudies, Salvatore J. Natoli, Ed., NationalCouncil for the Social Studies, Washington,D.C., 1988.

STS - Model Lessons for Secondary SocialStudies Classes, Robert LaRue Jr., Ed., SocialScience Education Consortium, Boulder, CO,1988.

STS - Model Lessons for Secondary ScienceClasses, Janice V. Pearson, Ed., Social ScienceEducation Consortium, Boulder, CO, 1988.

Sugar Isn't Everything, Willo Davis Roberts,Macmillan Publishing Co., New York, 1987.

Superconductivity - The Threshold of aNew Technology, Jonathan L. Mayo, TABBooks, Blue Ridge Summit, PA, 1988.

Teaching Activities in Science/Society/Technology/Environment, John Disinger.Marylin Lisowski, ERIC Clearinghouse for

9

Science. Mathematics. and EnvironmentalEducation, Columbus. 01-I. 1986.

Teaching Physical Sdences in SecondarySchools, S. K. Gupta. APT Books Inc.. NewYork. 2nd ed.. 198!.

Teaching cchool Chemistry, D.J. Waddington.Ed,. An Books Inc.. New -N`ork, 1984.

Teachin Students to Think. John Langrehr.National Education Service, Bloomington. IN.1988.

Technological Change and theTransformation of America, Eds.. Steven E.Gokiberg, Charles R. Strain. Southern IllinoisIrniversity Press. Carbondale, 1987.

Technology in America: A History ofIndividuals and Ideas, Ed. Carroll W.Purse 11 Jr., The MIT Press. Cambridge. MA.1981.

Technology Resource Package, InternationalTechnology Education Association. Reston.VA, 198'7.

The Big Rock, Bruce iiiscock, Atheneum. New

York. 1988.The Cultural Dimensions of Educational

Computing - Understanding the Non-Neutrality of TechAology, C. A. Bowers.Teachers College Press, Columbia University,New York. 1988.

The Environmental Crisis - OpposingViewpoints, Julie S. Bach. Lynn Hall, Eds.,Greenhaven Press, St. Paul. MN. 1986,

The Hidden Life of the Forest, Dwight Kuhn,David Schwartz, Crown Pub.. New York,1988.

The Hidden Life of the Meadow, DwightKuhn, David Schwartz. Crown Pub.. NewYork. 1988.

The Hidden Life of the Pond. Dwight Kuhn.David Schwartz, Crown Pub.. New York.1988.

The History of Invention: From Stone Axesto Silicon Chips, Trevor I. Williams. Factson File Publications. New York. 1987,

The History of Modern Science - A Guideto the Second Scientific Revolution.1800-1950, Stephen G. Brush. Iowa StateUniversity Press. Ames. IA, 1988.

The History of Women and Science, Health.and Technology: A Bibliographic Guide tothe Professions and the Disciplines, Ed.Susan E. Searing, University of WisconsinMemorial Library, Madison, WI. 1988.

The Hunger Road, John Christopher Fine.Macmillan Pub. Co. New York. 1988.

The Learning Cycle and Elementary SchoolScience Teaching, John W. Renner, EdmundA. Marek. Heinemann Educational Books.Portsmouth. NH. 1988.

The Nature of Science, Frederick Aicken,Heinemann Educational Books. Portsmouth,NH. 1984.

The Origin and Evolution of our OwnParticular Universe, David E. Fisher.Atheneum. New York. 1988.

The Roadside, David Bellamy. Clarkson N.Potter Inc. Pub., 1988. distributed by CrownPub.. New York.

The 'dock Pool. David Bellamy. Clarkson N.,Potter Inc. Pub., 1988, distributed by CrownPub., New York.

The Smithsonian Book of Flight for YoungPeople. Walter J. Boyne, Macmillan Pub. Co.,New York. 1988.

The State of the States - 1987, Fund forRenewable Energy and the Environment,Washington, D.C.. 1987.

The State of the World's Children 1989,James P. Grant. Oxford University Press (for[NICER New York. 1989.

The Study of Ecology: Learning to Love OurPlanet. Joey Tanner, Joey Tanntr. Ed..Zephyr Press. Tucson. 1984.

The Teaching of Mathematics, Sidhu Kilbirsingb. APT Books Inc.. New York. rev. ed.,1984.

The Timetables of Science - A Chronologyof the Most Important People and Eventsin the History of Science, AlexanderHellemans. Bryan Bunch. Simon and Schuster,New York. 1988.

The Use of Vertebrate Animals inBiomedical Research and Product Testing,Stephen W. Baler. East Penn School District.Macungie. PA. 1988.

The World's Women, Population ReferenceBureau, Washington. D.C.. 1986.

Theories and Conflict: The Origins ofNatural Gas, Susan Anderson, American GasAssociation. Arlington. VA. n.d.

333 Science Tricks & Experiments, Robert J.Brown. TAB Books. Blue Ridge Summit, PA.1984.

Towards a Science of Science Teaching:Cognitive Development and CurriculumDemand, Michael Shayer, Philip Adey,Heinemann Educational Books. Portsmouth.NH. 1981

Transportation, Energy, and PowerTechnology, Anthony E. Schwaller. DelmarPublishing Co., New York. 1989.

Trends and Issues in EnvironmentalEducation: EE in School Curricula, John F.Disinger. Ed.. ERIC Clearinghouse for Science,Mathematics. and Environmental Education.Columbus. Oft 1987.

contimwd on pagr 1 2

Also of Interest . .

Science for Children: Resourcesfor Teachers.National Science Resources Center. NationalAcademy Press, Wash., D.C.. 1988.

Science for Children. Resources for Teach,:TN

should be on every teacher's bookshelf.Prepared by the National Science ResourcesCenter as a ioim undertaking of the NationalAcademy of Sciences and the SmithsonianInstitution, this guide admirably fulfills its statedpurpose: to assist those working to improveelementary science education. The materialsdescribed in this guide provide valuable supportfor implementing or maintaining effective hands-on. inquiry-based programs. The first section ofthe guide, Curriculum Materials, contains printeddescriptions of currently available activity-basedscience materials. Teachers have ready access tothose printed resources that are mostappropriate for their classroom needs. In thisreviewer's eyes. just knowing where to obtainout of print material, such as ESS units, is wellworth the price of this resource guide. Sectiontwo lists valuable supplementary resourcesavailable to science educators. Sources ofinformation and assistance are listed in sectionthree of the guide. Museums and sciencetechnology centers that provide local outreach.kits, publications. teacher training, or otherservices, are listed here. Although this bookcontains nothing on science computer software,it is still the most comprehensive resource guidefor elementary science teachers.

John Shimkanin. is on leave of absence fromNorthern Potter School District while pursuingdoctoral studies at Penn State.

Science and the Making of theModern World.John Marks. Heinemann Educational Books.Portsmouth, NH, 1983.

In ,Science and the Making of the ModernWorld, the author makes an attempt to set outwhat the educated scientist needs to know tobring an informed and critical mind to thecontemporary place and influence of science insociety. This book aims to give an account ofhow science has developed and how it hascome to play a very important part in our dailylives. It provides background knowledgeessential to make an intelligent contribution to

current issues on the interactions betweenscience, technology and society. The bookbegins with a historical overview to the end ofthe 19th century and a descriptive review of themaior scient""c advances in the 20th century. It

shows how scientific knowledge must betentative by describing the ways in which ideas,once firmly believed, have been modified. Nextit reports how, as science grew, specialistsciences developed and how many of thesespecial fields reunited in some of the greatdiscoveries of this century. It also indicates theways science depends on the climate of thoughtprevailing at any particular time and how muchof science is cumulative and universally valid-Finally. the hook describes how science hasdeveloped in different societies and how thesesocieties have made use of science. In addition,the book includes case-studies of problem areassuch as environmental pollution and thedevelopment of nuclear power. The approachoffered by this text differs from many otherbooks on science and society because it dealswith case-studies after the historical andcomparative material has been presented.

The main focas throughout this volume is thedevelopment of scientific knowledge which,despites its limitations, is the most substantialand universal body of interlocking theoreticaland empirical knowledge yet achieved.Scientists, teachers and students will find thistext intellectually satisfactory and it will enablethem to make a more balanced assessment ofcontroversial issues of science policy.

Rene Pico is a GTE fellow in Science.Technology and Society at Penn State.

Learning in Science TheImplications of Children's ScienceRoger Osborne and Peter Freyberg, HeinemarnPublishers, Portsmouth, NH, 1985.

Successful engagement of students regardingSTS issues requires adequate knowledge ofscientific concepts. This book presents findingsfrom recent studies which show that even veryyoung children have developed faulty meaningsfor words and views about the world whichinfluence their subsequent learn4ig in science.These misconceptions can be considered bychildren to be more sensible and more usefulthan the scientific explanations presented tothem by teachers.

2

The authors cite studies in which a largeproportion of pupils had incorrect meanings ofwords such as,life and animal. Gravity, to manychildren, increased with height above the earth'ssurface. A significant proportion of 17-year-oldchemistry students believed that on evaporationwater changes into oxygen and hydrogen gases.The purpose of a science activity perceived bypupils is frequently not the purpose intended bythe teacher.

Freyberg and Osborne discuss these studies,explore how discrepancies between teachers'intentions and learners' experiences can bereduced, and consider assumptions we asteachers make about teaching and learning. PartFour of the book describes several teachingmodels and introduces one which outlines howchildren's views might be clarified, challengedand modified. Part Five indicates some of theimplications of this research for ocher areas ofthe curriculum and for teacher education. Thisis a well-written book and a worthwhileaddition to an educator's bookshelf.

Barry Brucklacher is an experienced scienceteacher at both liS and elementary levels andcurrently a doctoral student in science educationat Penn State.

STSReporterThe Pennsylvania State University117 Willard BuildingUniversity Park, PA 16802

Materials Rectived by the STS Reportercontinued from page 10

200 Illustrated Science Experiments forChildren, Robert J. Brown, TAB Books, BlueRidge Summit, PA, 1987.

Urban Stress Test, Zero Population Growth.Washington, D.C., 1988.

U. S. Populations Charting the Course,Population Reference Bureau, Washington,D.C., 1988.

U.S.A. by Numbers Teaching Kit, ZeroPopulation Growth, Washington, D.C.. 1988.

Values and Biology, Charles H. Butterfield, J.Weston Walch Pub., Portland, ME, 1983.

World Food Day Curriculum, Grades K-12,Office on Global Education, Church WortdService, Baltimore, MD, 1986.

World Hunger Twelve Myths, FrancesMoore Lappe. Grove Press, New York, 1986.

World Population: Facts in Focus, PopulationReference Bureau, Washington. D.C., 1988.

Nonprofit Org.U,S_ Postage

P A I I)The PennsylvaniaState University

.11.11..111KM,

SCIENCE TECHNOLOGY AND SOCIETY

VOL 1 NO. 3 APRIL 1989

ERIC and Education aboutScience/Technology/Society

b% John 1 Patrick

What are the major trends and issues onteaching and learning of science-related Soda! .issues? What do the latcSt surveys reveal aboutthe technological literacy of secondary schoolstudents? What do studies of textbooks andcurriculum guides reveal about STS content inelementary and secondary school courses-, What

is the impact of STS instruction on middleschool students of science? If you wantinformation about these kinds of questions, thenturn to ERIC.

What Is ERIC?ERIC (Educational Resources Information

Center) is a federally-funded nationwide systemof sixteen clearinghouses. It is managed by theOffice of Educational Research andImprovement (OEM) of the U.S. Department ofEducation. Each ERIC clearinghouse isresponsible for acquiring, processing, andreporting the significant educational literature inits subject field. The ERIC Clearinghouse atIndiana University's Sodal Studies DevelopmentCenter, for example. is responsible formonitoring and disseminating information abouteducation in the social studies. This componentof the ERIC systemthe Clearinghouse forSocial Studies/Social Science Educationiswidely known by its acronym, ERIC/ChESS.

A rich flow of information regularly movesthrough ERIC/ChESS in various formats: researchreports, curriculum guides, conference papers.model classroom lessons, policy papers. journalarticles, and so forth. Many of these doeumentspertain to education about STS. ERIC/ChESS

prepares these items for entry into the ERICdatabase, where it is stored and made available

to researchers, teachers, educationalpolicymakers, and other interested parties. Dataare reported monthly in Resources in Education(RIE) and Current Index to Journals in Education

(CUE).

Resources in Education (RIE)ERIC clearinghouses solicit documents on

educational researeh and practice. which theyindex, abstract, and send to the ERIC Processingand Reference Facility l'he abstracts of process-ed ERIC documents are announced in a monthlypublication. Resources in Education. ERIC/ChESSprovides all of the input to RIE in its subjectfield, which includes documents on the societalaspects of STS. Documents that primarily treatthe science/technology facets of STS are handledby the ERIC Clearinghouse for Science,Mathematics. and Environmental Education,which is located at the Ohio state University.

Here are eight examples of documents (amonghundreds) included in the ERIC database and an-nounced in R1E. which pertain to educationabout science/technology/society.

ED 293 690. Goals .-ittainMent in.ticiener/ rechnologySocietv Education: A Probeinto the Case of British Columbia by Uri Zollerand others, 1988.

ED 293 214. Science/TcchnoThgpSocietvEducation and Citizen Participation by Leonard

Waks. 1988.

ED 292 641. Assessing Impact of 51175Instruction in 4-9 Science in 1:ive Domains by

Robert E. Yager and others. 1988.

ED 289 Science/TechnologrsocieirPreparing tor Tomorrow., World. Teacher"sGuide by Louis A. lozzi. 198-

ED 288 -83. sciet1ce/Tecl7nology4society: A

Framework for Curriculum Retbrm in SecondarvSchool Science and Social Studies by FaithHickman and others. 198.

ED 287 -94. Connecting Science and FreeGovernment in Citizenship Education: Teaching

23

about Our Legacy from the Age ofEnlightenment by John J. Patrick, 1987.

ED 278 610. The Role of the SecondarySocial Studies Curriculum in DevelopingTechnological Literacy by Charles S. White.1987.

ED 278 609. Including Science/Technology/Society Issues in Elementary School SocialStudies: Can We? Should We? by Gerald W.Marker. 1987.

Each document if the RIE database has an ED

number, which can be used to identify and gainaccess to the document. Documents may bepurchased in microfiche or paper copies fromthe ERIC Document Reproduction Service(EDRS). 3900 Wheeler Avenue. Alexandria.Virginia 22304-5110; telephone numbers ofEDRS are (703) 823-0500 and (800) 227-3742,ERIC documents arc also available for viewing inmicrofiche at libraries that subscribe to the ERIC

database.

Current Index to Journals inEducation (CUE)

The ERIC clearinghouses monitor educationjournals in their respective subject fields. andeach clearinghouse indexes and annotatesarticles in the journals assigned to it. The ERICClearinghouse for Social Studies/Social ScienceEducation (ERIC/ChESS) for example. indexesand annotates articles from more than eighty-five iournals that publish articles on thc socialstudies/social sciences. Some of thesepublications include articles on various aspectsof education about STS.

All annotations of journal articles covered bythe ERIC clearinghouse appear in the CurrentIndex to Journals in Education, which is

published monthly and is available at librariesthroughout the country. Articles listed in CIJEare not available through the EDRS. They arelikely to be found in most libraries and can belocated easily by using information in CUE.Copies of most articles listed in CUE are alsoavailable from University MicrofilmsInternational (Article Clearinghouse). 300 NorthZeeb Road, Ann Arbor. Michigan 48106: thetelephone number is (800) 732-0616.

Submitting Documents to ERICERIC/ChESS wants to receive documents from

STS educators for includon in the database.Examples of kinds of materials collected byERIC arc research reports, position papers.

monographs, evaluation studies, teaching guides.bibliographies, curriculum guides, units ofinstructional materials, syllabi, papers presentedat conferences and conventions, and projectreports. ERIC seeks both published and=published documents for the database.Unpublished documents ("fugitive" materials"),not usually available through conventionalchannels, are especially desired by ERIC.

Documents accepted by ERIC are reproducedon microfiche and disulbuted to the more than750 current subscribers to the ERIC microfichecollection. ERIC documents are constantlyavailable because a master microfiche, fromwhich copies can be made. is kept at the ERICDocument Reproduction Service (EDRS).

Documents in the ERIC database can beidentified through online database retrievalservices, such as BRS, DIALOG, and ORBIT. Inaddition, there are hundreds of locations,including university libraries, offering computersearches of ERIC based on compact disk (CD-ROM) systems.

ConclusionERIC, the world's largest database on

education, includes significant information foreducators in the emerging field of science,technology, and society. STS educators arcinvited to make regular use of this databasethrough computer searches of it and throughpurchases of ERIC documents from EDRS.Teachers and researchers are also urged tocontribute to the ERIC database. Please sendthese kinds of items to the ERIC/ChESSheadquarters addr s for consideration as entriesinto the database:

John J. PatrickDirector, ERIC/ChESSSocial Studies Development Center2805 East Tenth StreetBloomington, Indiana 47408-2698.Telephone: (812) 855-3838.

&cultic understanding is more andmore a prerequisite for informed dtizenship....If U.S. citizens of tomorrow are notscientifically literate, we put our democracyat risk."

Mary H. PutreilPresident of NEA

Gypsy Moths in the ClassroomErik Molienhauer

Introduced to Massachusetts in the 1860s fromEurope, the gypsy moth quickly spread to becomeprobably the most notorious insect pest in theNortheast. Millions of dollars have been spent toeliminate the moth, or halt its spread. with littlesuccess. Much of this money has been spent onchemical insecticides. As a result, the gypsy moth.has become for many communities a social problemas well as an environmental problem, and thequestion "to spray or not to spray" is the source ofmany heated debates. Gypsy moths are now solidlyestablished in 15 states of the Northeast andMichigan. while spot infestations occur all the waywest to (;alifornia.

Yet very little effort has been made to use thegypsy moth in the classroom. It is time the gypsymoth went to school.

"Gypsy Moths in the Classroom" is a newelementary science curriculum project currentlybeing developed with a grant from the US ForestService. The project involves rearing and study ofthe gypsy moth in elementary classrooms over aperiod of several months, spanning the natural life

cycle of the gypsy moth. During this time, studentswill participate in a series of science lessons andactivities &signed to teach about the gypsy moth

1711.1111111111.11."111M11.."11.1.1111111"

be fair to our youth who will not bescientists, and to provide a broader base forfuture personnel in science, we must developexcellent programs at the elementary level.

This improver...ot requires more money farschools, better salaries for teachers, and moredemanding curricula. But all of that may nothelp unless there are imaginative changes ininstruction that will make science fun andbuild confidence while helping students to areal understanding of scientific approaches.We have tried money without imagination,and it has failed. We have providedimagMation without money, and it has failed.Perhaps this time, by analyzing the problemdeeply, we can provide both ingredientssimultaneously. It might be fair, effective,and fun ail at the same time."

Daniel E. Koshland, Jr.Editor of Science

25

it is not only on aesthetic groundsthat a case is made for giving pupils anunderstanding of the nature of the scientificenterprise. Just 2S personal knowledge inscience empowers pupils to act in theireveryday lives, so a critical appreciation ofthe way scientists work empowers them, asfuture citizens in a participatory democtacy,to query, question and seek alternative viewson scientific and technologicil decisionswhich affect their lives. Interpreted in thisway, science in schools has an enablingrather than an alienating function and has acritical role to play in a liberal education,"

Robin Millar & Rosalind DriverStudies in Science Education, 1458, 1987

and its interactions with the environment, theirsocial consequences, and what people can do tolive with them.

The final product of the project will be acurriculum package that will show teachers in thrNortheast how to rear and use the gypsy moth intheir classroom. There will be three major sectionsincluded in the package: a) History and Life Cycleof the Gypsy Moth, ti) Rearing Gypsy Moths, andci Classroom Activities. The activities range fromsimple observation to measurement, experiment,and games. While specifically designed to be usedin kindergarten through fourth grades, the activitiescould be easily adapted to Middle School and HighSchool students. First copies of the package shouldbe available by August 1989, allowing this free, easy-to-get resource to be used as an effectiveinstructional tool on a topic of considerable socialand environmental importance. For furtherinformation contact:

Erik Mollenhauer, Project DirectorDepartment of Educational DevelopmentUniversity of DelawareNewark, Delaware 19-'16Phone 302-451-8708

he STS REPORTER was prepared under Gram NumberTF.1.8751239 from the Science and Mathematics Network.National Science Foundation. The points of view or opinionsexpressed in this document are thosc of the authors and donot represent thr official position or policies of thc NSF.

REVIEWS OF CURRICULUM MATERIALS& RESOURCES

sTS trade bouks are reviewed using the symbols and number designations described below. Aseparate category titled "Also of interest" contains narrative reviews of mm-STS hut potentially usefulmaterials. Curriculum materials are reviewed using a special matrix,

Overall AppraisalHighly r&!commended. The materialcontains no serious errors or deficiencies.and the rfNiewer thought the content andpresentation were excellent.

2 Recommtmded. The material contains noserious et-ors or deficiencies, and thereviewer thought the content andpresentation were above average.

3 Acceptable. The material contains noserious errors or deficiencies, and thereviewer thought the content andpresentation were average.

4 Not recommended. The materialonuains serious errors of fact and/ordeficiencies in development.

Audience Suitability

EPEIMSHSAP

Preschool or kindergartenElementary. grades 1 & 2Elementary, grades 3-iMiddle school. grades 044High school. grades 9-12Advanced placement HS students onlyreaching professional

lWO consecutive levels are separated by aL'ornma: e.g. K. EP. Three or more consecutivek.yels arc condensed to show youngest and4,Idest age groups. and the symhols for theseseparated In a dash: e.g. K-El. T is alwaysnoted separately.

STS CriteriaIhe material is assigned a number for eachlettered criterion by the reviewer, 0 means that-nterion is mmexistant, I is minimally present.2 is adequately present. 3 is ,hviousIv presentand presented well. The criteria arc as follows:

k rhe relations of technological orocntific developments to societally-

related issues are made clearly. early, andin compelling ways to capture attention.

B The mutual influences "technology-,-scivrice-, and "soci(ty MI each otherare clearly presented.

C The material develops learners'understanding of themselves asinterdependent members of society andresponsible agents within the ecosystemof nature.

The material presents a balance ofviewpoints about the issuets) and optionswithout nece.arily striving to hide theauthor's perspective.

E The material helps learners to venturebeyond the specific subject matter tobroader considerations of science.technology, and society. including thetreatment of personal and societalyalues/ethics.

F -The material engages students indeveloping problem-solving and decision-making skills.

G The material encourages learners tobecome involved in a societal or personalcourse of action atter weighing the trade-offs among values and effects drawn fromvarious scenarios or alternative options.

The material uses this STS linkage tofoster learners' confidence in handlingand understanding at least one limited"science-technology- area, and/orhandling and using some quantification asan aid to judgments in the STS area.

STS Trade Books Reviews

Earth, Anne H. Paul R. Ehrlich. Franklin

Watts. NY. 198.

OVERALL APPRAISAL: Recommended

AUDIENCE SUITABILITY: MS. HS. T

iTS CRITERIA:A 0

o

C o

D o

F o

G

H o

1 2

3

3

3

3

3

;lave you ever been in a discussion N. tth

,omeotY. who does not understand the:nagnitude of thr problem and you wished younad a nook which would crystalize v(nr point

vieuy EARTH provides an excellent summaryof the world's environmemai situation, l'heauthors. Anne & Paul Ehrhch. have presented ananalysis of the environment ou global levelthrough chapters about the earth's carryingcapacity. impact of man upon the biosphere.and the human response to this predicament.

ARTH is well written and contains numerousphotographs and illustrations which support andenhance the concepts discussed by the authors.

point of weakness in th;s book is the khapter-Elle Spirit of Folly. Throughout this chapter

those individuals or situations which oppose theauthors positum are reiected hy simplistic-tatements in the captions if the illustrations.[his hook is a good starting point forintroducing students to how human actionsunpact the world. It reminds the reader thatpositive steps toward maintaining theenvironment are still possible.

James C. WoodlandState Science ConsultantNebraska Dept. of EducationLinco!r., NE

Superconductivity TheThreshold of a New Technology,Jonathan L. Mayo. TAB Books. Blue RidgeSummit. PA. 1988.

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY: HS, AP. T

STS CRITERIA:A 0 2 3

B 3

0 32 -;

E o 3

0 2

G 0 3

2

.uperconductivio. is a itood introduction forteachers and high school students. The textprovides a brief history of superconductivityand describes in detail the more recentJevdopments. The easy-to-follow text is servedup in !.mall doses. The hook describes the meritsof various theories but does not become sotechnical as to :ow Ow Pi,tt.rcsdiagrams. and charts compliment the text. A

large portion of the hook discusses the presentand future impact of supercon ;uctivity on themilitary, medicine, electronics, transportation.and high energy physics. A glossary helps thereader with unfamiliar terms. IThe tinal chapterpresents the race for superconductivity from theinternational perspective. Ilw book does notdeal with social issues in detail hut ratherintroduces topics and suggests possibilities. Thebook is ideal for introductory superconductivityand would be a good starting point for ScienceTechnology and Society Issues Examination. Thebibliography lists numerous sources for futurestudy. After completing the book, I felt that Ihad a good grasp of superconductivity and itspossible impact on our society.

Robert I. Poor-HogueScience TeacherCarroll County Public SchoolsSykesville, MD

5

World Hunger Twelve Myths.Frances Moore Lappe.. Grove Press. NY. 1986.

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY: HS. T

STS CRITERIA:A 0 3

3

3

0

3

3

4) 3

H 4) 3

World Hunger: fwcIve Myths is a versatile bookbecause it is pedagogically divisthle, Foexample, in an economics class, the ehapwrsrelating hunger to tree trade and free marketsare useful: while in a biology class, the chaptersconcerning nature and hunger can he integrated.(:hapters developing justice and hunger canserve AS a concrete case tor classroomdiscussions and thoughtful essay assignmentsconcerning ethical considerations.

The format of World Hunger is uniform. Ineach of twelve chapters. a myth is expressedsuccinctly, followed by a response that uses datafrom a wide variety of recognized sources. Oneexample. Myth: -Hunger is caused by too manypeopk, pressing against finite sources. We mustslow population growth before we can hope toalleviate hunger.- From numerous illustrationsfocusing on thr issue of population :_nd hunger.the authors conclude -to attack high birth rateswithout attacking the causes of poverty and thedisproportionate powerlessness of women isfruitless... The overcoming of powerlessness.whether among the starving or the well-fed. isthe primary motivation ot this short book.

World Hunger seeks successfully to go beyondguilt, dogma and inactivity to examine precisedimensions of the plaguing issue of hunger.using clear, crisp action prose. helpful scholarlybibliographies and action resource guides thatserve to motivate the student to go beyond acomfortable compassion for the hungry tochallenge the institutional and personal dogmasthat inhibit us from realizing the paramountvalue of human life.

Dr. John WelekleSocial Studies TeacherBurnsville Senior High SchoolBurnsville. MN

(7

Living in the Environment,G. Tyler Miller Jr.. Wadsworth Pub,. Belmont.CA. 5th ed.. 1988.

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY: AP, T

STS CRITERIA:A

0

0

3

3

3

3

3

3

3

3

3

This classic text contains a very inclusiveoverview of the main topics/issues in ecology.The discussions are thorough and detailed. Asufficient amount of supplementary material isincluded. Diagrams. tables, charts are easilyinterpreted. Graphical interpretations are timelyas well as pointed.

Social issues are presented alongside scientificfacts. This is appropriate for STS studies. Issuesare discussed & then the student is encouragedto draw conclusions and formulate opinions.

The academic level of this book appears to bedirected to advanced high school sciencestudents. AP classes, and undergraduate collegelevels. It would not be appropriate for a generalhigh school elective. Anyone concerned withthe environment should acquire this book for ahandy compendium of relevant, up-to-dateinformation and analysis.

Rebecca TuckerScience TeacherStonewall Jackson High SchoolCharleston. WV

Connecting Science, Technology, andSociety in the Education of CitizensJohn J. Patrick, Richard C. Remy, Social ScienceEducatior_ Consortium Inc./ERIC ChES,Boulder, CO, 1985.

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY; T

STS CRITERIA:A 0 1 2 3

B 2 3

C 0 1 2 3

2 3

E 0 I 2 3

F 0 i 2 3

G 0 1 2 3

H 0 1 2 3

This important book is "must reading foreducators on all levels. A well-documented caseis made for STS and the necessity for informedcitizens. The author.s believe that schools mustusc interdisciplinary instruction for all studentsand resist the challenge by antagonists ofmodern science and technology who "attemptto subvert science education in schools... .

Using assessment data, they point to the largegap between curricular goal statements thatespouse STS and actual student awareness.Various surveys describe overwhelmed teacherswith meagre resources and little training endingup with chaotic classrooms as they attempt thisoirricular reform. The book stresses the needfor teaching historical perspective and decision-making skills which might be the "strongestintegrative threads in the curriculum." Despitethe amount of space given to the problems STSfaces, the authors provide hope as they suggestthe use of the following instructional practices:decision trees and case studies, role plays andsimulations, and instructional television andmicrocomputers. The 90-page text is easy toread and has complete notes at the end of eachchapter as well as a select bibliography. Schoolsystems should make the book required readingfor curriculum supervisors and social studies,science, and technology teachers.

Jo L. BlackwoodCapital High SchoolCharleston. WV

2D

Ownership and Productivity ofMarine Fishery Resources,Elmer A. Keen, The Macdonald and WoodwardPub. Co., Blacksburg, VA, 1988.

OVERALL APPRAISAL: Recommended

AUDIENCE SUITABILITY: HS

STS CRITERIA:A

0

0

0

0

()

2

1 2

1

2

1 2

1 2

1 2

1 2

3

3

3

3

3

3

3

3

The Author presents the idea of "a fisherycommons' in a straight forward, forthrightmanner. He clearly presents several examples offishery resources being exploited to nearextinction. He believes the fishing industry andthose who currently resulate it. will continue tomake rules for the exploitation of fisheryresources which are not in the best long-terminterests of the public. The Author makes a casefor developing public interest in themanagement of marine fishery resources. Hepresents several case studies to support histhesis of Fishery Management.

The pros and cons of interest groups arepresented and provide a basis for continueddiscussion. This book will be useful to a teacherdeveloping similar case studies, for classroomdebate, as an example of economic pressuresleading to exploitation of a species, and forstudent investigation. I would recommend thisessay on conflict in the use of ocean pastures tofellow STS Teachers.

Joe B. MooreEducational ConsultantKeystone AEAElkader, IA

Curriculum Materials

U.S.A. by Numbers, Fd. usan

Zero Population Growth. Wash.. 988.

114 Atuation riterta ! trAtr ;000 1 vcrticnt

s i's 4)futinAccuracy,N UN ( flttfltUp to date

?momstilt ictcntl % bro2dtor to.uct.nrcwntcd

Ptan." tuns "?num( mil ttlsz

t I 1111. upts

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LH%

t ndcrstAnd-At4c hv;moult:1.1

odicnct.'t t

Practkalits"t ILtottics

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Ntifflt11:11..awareness III ',I',tinctrtt.ttlisilshms

'4

t'rac .1tht cm

pp wit It L'Deci%ion Making

t'rcscnt A,t Viewpoints

1ICr% Jrcpcssinterdependency

-Arncr( 14. Icti And %4 odd

tArgy

: ottr.r4c 1.i. ron.tt.1, I ion pAct ( 414.:Iro(r fttt;irtittly,s fI. tstic'.

I fulttrtliTitrwrt AntiNI).k I

Altte,41 ht4

InircAscs fcarncrtnt'ide.'n4A- cmi Ablittl

to u ndcrq And Andfluke de4.1%o Ins tn .tt

.11cA

11

\sou- \ I = co% vrcd \ tunt t i twr AttimonR .4)4 tAl t ;Ow. tca,:her c tuAt ton

8

OVERALL APPRAISAL: Recommended

AUDIENCE SUITABILITY: MS-HS, T

..SA by. %'unlbers TLIching Kit is a teacherresource and ought not be considered as acurriculum publication that can "stand alonThe kit contains (1) a bound book of 13chapters illustrating data on demographic,socioeconomic. and environmental changes; (2)I # class activity lessons; and (3) a glossary of 17terms. The first five chapters of the book arebasic demographic chapters (population growth,density, immigration. fertility, natality,mortality), while the last eight chapters are moreissue related (adolescent sexuality. abortion,jobs. rich & poor. water use, air pollution,hazardous wast;_.. and habiiat problems.)

Me fourteen classroom activity lessons can beipplied to various types of learning situations.Their cross-disciplinary nature is apparent.making this kit appropriate for language arts,science. social studies, and mathematics classes.While there is a heavier emphasis on chartreading, interpretation, and graph related skills,also demanded are critical thinking,communication. value analysis, library research,and writing skills. Decision-making, problem-solving, and cooperative learning strategies mustbe taught. All components of an STS curriculumare evidenced in this kit

Keep in mind that this kit is produced byZPCI. a concerned. reputable. and active group.While the data presented ,seems to be presentedin an honest and straightforward manner, thisreviewer felt an insidious editorial force to linkand interpret data according to the ZPG agenda.These materials ought not be consideredleacher-proof or ZPG-proof.

David Phoebusticience TeacherDulaney High SchoolTimonium. MD

Rather dian being competing goals, itwould apPeat that the approach whichfocuses on-promoting science literacy forwide proportion of students, and theapproach Oat emphasizes high-levelinstruction foT the ablest and most interestedstudents, areletuall* complementarystt)ltegies fOr intproving physics instructionin our natioiri high *boots."

pirficshrif:ilisit;$0004, 1988:AtierOstit

r e

1

S

Tunderstand the role of, say,agriculture in American life, teachers andstudents do not have to understand theintricacies of planting and harvesting. Nor dothey need to master the details of modernscience to understand its causes andconsequences. What teachers need to know,and their students need to learn, is whatmight be called the "civics" of science andtechnologyhow the two work as institutions,how they relate to society, ant' how theyinfluence government actions and policies."

Beilbron, professor of history at theUniversity of California at Berkeley andDaniel J. !Cedes, professor of humanities atthe California Institute of Technology.

oVERALL APPRAISAL Recommended

AUDIENCE SUITABILITY: HS, AP

Published bv tero Population Growth.Numhers. includes an 164 page compendium oftati..tical tables. maps. and commentariesranging frinn the conventional tables otkmerican historical growth to a state bv statemap of effluent discharge. Accompanying theLompendium Arc fourteen lesson phns whichseek to familiarize the student with SIMiStical

intcrpretation and evaluation,in alt.. hands of an able and experienced

reacher. much can he gleaned from I by%anthers.the least of which is not the agendaAnd perspective ot Zero Population (;rowth. The

implicit message throughout the tables. mapsAnd comnwmaries is that the pressures ofgrowing population arc the rocn causes of ourdomesta. travails. Obviously. population growth

inyoled in the creation and perpetuation of,wr domestic prohlcms (and our internationalones as well). but so are our economic. political.ethical. and moral responses which in the longrun might offer students more insights intonierican society than all the numbers in the

s

George McCencySocial Studies TeacherDulaney High SchoolTimonium. MD

Transportation. Energy. & PowerTechnology, Anthony E. Schwaller.

Delmar Pub.. NY. 1989.

Evaluation (AllemCoMCM

Accuracy

NA. Poor 1 Fair

( t)t1li.111

l'p to dates es ('onicrntNutticienthr broadtor iikuristpresented.Fxplanation. ufflJtf unthing

c.oritept

AR

t)rgantirratiort 4r1materialsI nderstand.ible h%intendedaudienectsi

Practicality

runtyittivitics

oil akti.ittesin promoting f'scdui at ton

'stimulatesawareness (q `+.1.tmerretationshipsreaches and'orrrigni)irs

r Decision Makingr. Skills

Ali

Vrcsvnt...1 balanceit Viewpoints

I Jr? 1% 111ues

Fosters awareness otinterdependencyirt learners to

tt. fet y ancl worldit largeEncourages personal t

Atton Ort 11:111 oilregarding

S IC%

rfCrArmcnt outptrfseettli And

itrttrt tli.alues/trthiesInereases learner,confidence in ahlin%to understand andmake decisions in at I

i2,1 tine s.rs ;if

4

Ali

\ not (0 crc(r z-. ,,,s,%;itl.O11 I) Kuhn

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY: HS, T

This text approaches the areas of transportation.energy and power technology in a unique andnew way: together. Traditionally these subjectshave been taught as separze units of study. Thisnew integrated approach to these subjects issound and is treated in the text from a systemsapproach. so appropriate in the teaching ofTechnology today. The text is person-centeredand provides for a basis of making decisionsabout our use of energy in all areas of daily life.

Transportation, Energy And PowerTechnology has particular merit for teachingTechnology in today's schools. There areprovisions tor teaching critical thinking skills.problem solving as wen as the cognitive areas ofsubject matter_ The chapter activities arc wellthought out and will provide a hands onnethod of learning as well as reinforcing thechapter objectives. A chapter on safety isincluded, There is good use of chapter/subjectembellishments: Boxed Articles are interspersedAnd provide for practical application andinteresting background reading. Mathematicaland scientific principles, formulae and facts arehighlighted u, Ter the heading Tech Link.

The hook fo..mat is most attractive. The use ofcolor, graphs, charts and drawings along withdescriptive pictures will capture and sustain thereader's attention. The text will he a usefulinstructional tool in Technology programs ingrades 7-12. as well as a valuable resource forihe teaching professional.

l.acking are special sections to the'fracherwhich would make the text more immediatelyuseful for course/classroom introduction. Withthe varied backgrountis of today's science/technology teacher. it would he appropriate andbeneficial to provide sections that help teacherswith course development as well as creativehints for using the text. A workbook of three-ring punched. tear-out worksheets based on theactivities sections of the chapters would also hea helpful addition for immediate implementationof this very interesting and useful text.

John T. SwansonTechnology educatorMontgomery High SchoolSkillman. NJ

OVERALL APPRAISAL: Recommended

AUDIENCE SUITABILITY: HS

This is a clearly written and interesting text-book. The laboratory activities are engaging forhigh school students and appropriate in content.This textbook is geared toward a survey coursein power teLtnology. The content and activitiesin this book provide students an opportunity togain a good understanding on the various phasesof transportation energy, and power technology.STS linkages are explicit in many units andactivities and are implied in others. This book isan excellent class text for a technologyeducation course and should promote someinteresting activities and lively discussions.

Of

David KuhnTechnology educatorGettysburg High SchoolGettysburg. PA

one point has struck mc forciblymy own experience; namely, the unexpected_

--value of general culture in teaching specialsubjects. The man who knows scienceadmirably, but knows nothing else, preparesboys well for an examination; but histeaching does not stick. The man of wideculture and refinement brings fewer pupilsup to a given mark within a given time: butwhat he has taught remains with them: theynever forget or fall back. I am not sure that Iunderstand the phenomenon, but I havenoted it repeatedly."

W. TuckwellNature, Nov. 4, 1869

3 4,

Construction Technology,Mark W. Huth, Dehnar Pub., NY, 2nd ed., 1989.

Evaluation Criteria N/C Poor Fair Good Excellent.,-

STS Content

STS ContentUp to date AB

STS Contentsufficiently broadfor issue(*)presented. .

A B

Explanations ofmajor, unifyingSTS concepts

B A

Organization ofmaterials - AB

Understandable byintendedaudience(*)

A B

Practicalityof activities B

.A

Utility of activitiesin promoting STSeducation

A B

,.

Stilllili2lesawareness of STSinterrelationships

.

B

.

A

Teaches and/orpromotesDecision MakingSkins

A

,

B

Presents a balanceof Viewpointson STS issues

B A

,

Fosters awareness ofinterdependencyof learners tosociety and worldst illfge

-

B A

.Encourages personalaction on part oflearners regardingSTS issues

. B A

._.

Treatment ofpersonal andsocietalvalues/ethics

B A

.

increases learners'confidence in abilityto understand andmake decisions in atleast one STS area

A

A

B

Note: N/C "not covered", A *4 D. Suptee. B D. Kchn

-

OVERALL APPRAISAL: Recommended

AUDIENCE SUITABILITY: HS

The author has sufficiently covered all the majoraspects of the construction industry and hasoffered many interesting, challenging, andpractical activities. Of special note were thesafety hints included in each activity unit.However, these should not preclude lessons onsafety within each unit.

This reviewer found the book to be all thatwas listed in the preface and more. I totallyagree with the author that this book's featureswill help to make learning fun and easy. Eachunit appears to more than meet the statedobjectives. The listing of key words helps tobuild vocabularY and understanding. Theapplication of math principles throughout thebook where appropriate and in special sectionshelp the student to relate math to practicalapplications.

The book would make an excellent text for aneveryday, year-long high school course,

Donald SupleeTechnology educatorMontgomery High SchoolSkillman, NJ

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY: 119

A clearly written and interesting text. Thelaboratory activities focus on topics which thestudents might easily relate to in a generalconstruction technology course. Since mostschools include a course in constructiontechnology, this textbook should be used for thebeginning survey course, The content andactivities in this book enable students to gain agood understanding of the various phases ofconstruction technology and gives glimps:s oflaser usage, solar applications, and constuctionin space. STS linkages, while shown very brieflyin some lessons/activities, are virtuallynon-existant.

Ci

-t

David KuhnTechnology educatorGettysburg High SchoolGettysburg, PA

11

4,t "

Curriculum Guide for ContemporaryScience and Student EnrichmentMaterials, Ronald T. Truex.Township of Ocean School District,163 Monmouth Rd., Oakhurst, NJ 07755

Evaluation Criteria N/C Poor Fair_

Good Excellent

STS ContentAccuracy _-

X

STS ContentUp to date _

X

STS Contentsufficientty broadfor issuetstpresented.

N

Explanations ofmator, unifyingsTS concepts

X

Organization ofIllatertalti N

I .ndcrstandahle byintendedaudiencetst

X

Practicalityof activities X

Utility of activitiesin promoting sTseducation

;

X

Stimulate'sawareness of STSinterrelationships

N-Teaches and/orPrOftlofetiDecision MakingSkills

X

Presents a balanceof Viewpointson STS issues

X

Fosters awareness ofinterdependencyof learners tosociety an(i worldat large

N

Encourages rt:rsonalaction on part oflearners regardingSTS issues

.4

Treatment ofpersonal Indsocietalvalues/ethics

11111111 X

X

Increascs learners'confidence in abilityto understand andmake decisions in atleast one STS area

Note: N/C = "not covered**

OVERALL APPRAISAL: Highly recommended

AUDIENCE SUITABILITY: MS, HS

Ronald Truex's Curriculum Guide forContemporary Science (1987) and StudentEnrichment Materials (1988) offer a teacher andsecondary students ("-12) an opportunity toexamine carefully selected sdence-relatedinterdisciplinary topics. The topics range fromPopulation and Noise Pollution to Astronomyand Meteorology. The Curriculum Guide musthe used with the Student Enrichment Materials.The latter's activities aid students substantiallyin understanding the issues.

The Curriculum Guide is organized intotwelve units subdivided into the followingseaions: Background Information. Objectives,Content Outline. Activities. Audio-Visual Aids,References and Resources. In addition, there is aprefpost matching/multiple choice test (withanswer key). and student and parent surveys.The Guide provides brief summaries of thetopics. word/phrase content ideas and onesentence activities, thus requiring the teacher todo independent research on each topic in orderto present the content in a thorough andunderstandable manner. The Guide does,however, serve to organize the material andhighlight the major concepts and ideas.

The Student Enrichment Materials providefour to ten activities for each unit. For eachactivity the author states the purpose,ohiective(s) and materials needed. He thenoutlines the procedures to be followed. Theactivities are clearly presented with someproviding the background information missingin the Curriculum Guide. Many activities havewell-designed masters for copying; however, theprint quality does not always allow for deli-reproduction.

The units offers a good conceptual frameworkfor a conten iorary science course emphasizingthe impact of science on the earth and onhuman society.

3

Virginia S. WilsonJames A. LittleNorth Carolina School

of Science and MathematicsDurham. NC

Also of Interest .

The Nature of Reality,Richard Morris, The Noonday Press, NY, 1987.

The Nature of Reality is a book for theindividual who wants to understand howscience (especially physics and chemistry) hasdefined reality. The author examines the variousscientific theories of the immediate past andhow they have interacted with each other. Helooks at why various theories were put forthand accepted while others were rejected. A lookat individuals involved with defining reality andhow they affected each other's ideas rounds outthe book.

This is not a textbook for a science class. Itdoes not go into any quantitative analyses. It

does give a very understandabk qualitativeanalysis of various theories on reality. It coversquantum mechanics, relativity, special relativity,string theory, atomic theory, GUTs and manyother important theories that have been used totry to understand reality. If you would like tounderstand what each theory was trying toaccomplish this is the book for you.

The Nature of Reality is a backgroundresource for the chemistry and physics teacherwho wants to teach more than just equations. It

contains information like other scientists andtheories which helped Neils Bohr to define hismodel of an atom. Who agreed with him andwho did not and why. For an STS teacher theinsights found in this book should he as valuableas knowing the equations.

Franz FoltzResearch AssistantSTS ProgramPenn State

Man Masters Nature: Twenty-fiveCenturies of Science, Roy Porter, Ed.,George Braziller, NY, 1987.

First published in England in 1987 hy BBCBooks. Man Masters Nature was written to"accompany" a BBC radio series by the samename. In book form, the series traces scientificunderstanding from the time of the ancientGreeks to the twentieth century. From itsperspective, science is Western science which itcharacterizes as unified, integrated, and rational.Seventeen essays comprise the series. Each essayis introduced briefly with a historical comment.Illustrations of the scientists, further readings,and an index are also included.

5

Each essay is written by a different butknowledgeable author. Included are chapters onAristotle, Ptolemy, Galileo, Kepler, Harvey,Newton, Priestley, Lavoisier, Watt, Faraday,Darwin, Pasteur, Einstein, Bohr, Turing, Watsonand Crick. These individuals serve asspringboards for discussing the theory andpractice of science. Scientific theory is exploredin regard to astronomy, chemistry, mathematics,and physics. Practical applications are lessevident except in the discussion of the steamengine and computer. A synthesis of thesediverse contributions is not provided.

Suitable for teacher reference and study, ManConquers Nature is a useful, if limited, review ofWestern science as embodied hy "great men." It

does explore the capacity of scientific thinkersto extend intellectual and technical horizons,albeit in a pretentious fashion. Unlike the essays,the introductory chapter suggests a moreinteresting book with broader scope could havebeen written about its subject the twenty-fivecenturies of science.

James HantulaSocial Studies TeacherLaboratory SchoolUniversity of Northern IowaCedar Falls, IA

Technology in America: A Historyof Individuals and Ideas,Ed. Carroll W. Pursell Jr., The MIT Press,Cambridge, MA. 1981.

A paper bound collection of essays on thediffusion of American technology, its primaryfocus is upon individuals who contributed muchto this process. The essays are divided betweenthe nineteenth and twentieth centuries. A briefintroductory essay highlights an occupationaltype, the artisan during America's Wooden Age.Subsequent essays describe in eighteen briefchapters "great technocrats" from Jefferson toGoddard.

These essays first appeared in a volumepublished by the Voice of America and werebased upon a series of overseas broadcastsdesigned to celebrate the centennial of theUnited States. For the more able student, itidentifies significant persons and ideas which arebasic to understanding the role of technology.From it, U.S. History students gather valuableinsight into the role of individuals. IndustrialTechnology students discover the importance of

, 14 ;,±4:4t

ideas in the development of technology.Language Arts/English class students arechallenged in a study of biography.

In this collection, limited information isprovided about the role of women and.particularly, minority "technocrats." Aconcluding chapter synthesis is not provided.Some significant individuals are not discussed.In addition, the date of publication indicatesthese research efforts were probably based uponinformation available in the 1970s. Nevertheless.Technology in America remains a useful additionto a STS teacher and to any teacher seriouslyinterested in the history of technology and theUnited States.

James HantulaSocial Studies TeacherLaboratory SchoolUniversity of Northern IowaCedar Falls. IA

Science Study Skills Program:People. Energy, and AppropriateTechnology, Lisa Smulyan. David Marshak,Eds., NSTA, Wash., D.C., 1988.

I found coverage of the various types of studyskills to bc more than adequate. The programdeals not only with the general skills needed byall students in all areas of learning but also withskills specific to science.

The use of important societal issues to helpteach the various study skills adds an increasedmeaningfulness to the activity. The readil-.g formeaning activity offers two selections:"Spaceship Earth" and the -Energy Crisis." Thearticles are both short enough to hold thestudents attention for several readings andsimple enough to be understood. Students whodo this activity would be learning about two

very serious ideas, almost subliminally.The presentation of skills needed specifically

in science is handled well. I am concernedabout some to the units that are used in the"Working With the Metric System" and "HowCan We Store Energy" section. The use of the"calorie" unit has long been abandoned. I feel itinappropriate to teach a concept no longer inuse. The use of the word "weight" when themore appropriate term "mass" should havebeen used, also caused some concern. That doesnot mean that this activity is not a goodactivity; only that its wording is not the best.

The Teacher's Guide that accompanies thetext is excellent. It gives a teacher all the adviceand support to be able to teach any one of theactivities. A teacher would not have to put offdoing an activity because of lack of knowinghow to organize it. Each activity is listed, givena time frame, a summation of what the studentsare being asked, background information, andthe answers to the student questions.

Overall I feel that this is an excellent book onstudy skills. It is most appropriate for middleschool students and upper elementary levels. Ifstudents could arrive at high school with all ofthe study skills used in this program thestudents would show a greater mastery ofscience. The societal and technological issuesthat are used are ones of great concern to thefuture of the students. By using these issues toteach study skills, a more aware group ofstudents is being created. I liked the subtle waythe issues were presented. It seemed like the"bitter" medicine of science was being disguisedby the "sweet" sugar of study skills and STS.

Barbara S. BurnsScience TeacherLiberty High SchoolCarroll County Maryland

LIST OF MATERIALS RECEIVEDAncient Tragedy and the Origins of Modern Science.

Michael Davis. Southern Illinois University Press,Carbondale. 1988.

Building a Global Civic Culture Education for anInterdependent World. Elise Boukling. Teachers CollegePress, Columbia University. New York, 1988.

Children's Ideas in Science. Rosa li:- I Driver. EdithGuesne. Andree Tiberghien. Eds.. Open University Press.Philadelphia. 1985.

Death/Dying Opposing Viewpoints. 1988 annual.Greenhaven Press. San Diego. 1988.

Decision-Making Group Interaction, Bobby R. Patton.Kim Giffin. Eleanor Nyquist Patton. 3rd ed.. Harper &Row. New York, 1989

14

Ecology and Our Endangered Life-Support Systems,Eugene P. Odum. Sinaurr Associates Inc.. Sunderland, MA.1989.

Education for Democratic Citizenship DecisionMarking in the Social Studies. Shirley H. Engle & AnnaS. Ochoa, Teachers College Press. Columbia University.New York, 1988.

Engineer from the Comanche Nation, Nancy Wallace.Mary Ellen Verheyden-Hilliard. The Equity Institute,Bethesda. MD. 1985.

Holistic Resource Management, Allan Savory. IslandPress, Washington, D.C., 1989.

How Things Work A Guide to How Human-Made andLiving Things Function, Neil Ardley, et al., Simon andSchuster, New York, 1984.

36

Introductory Readings in the Philosophy of Science,E.D. Klemm Robert Hollinger. A. David Kline. Eds..Prometheus Books, Buffalo. New York, rev. ed.. 1988.

Man Masters Nature - Twenty-Five Centuries ofScience, Roy Porter. Ed., George Brat Iler, New York.1987.

Mathematician and Computer Scientist Caryn Nary,Mary Ellen Verheyden-Hilliard. The Equity Institute.Bethesda, MD. 1988.

Mathematician and Administrator, Shirley MathisMei lay, Mary Ellen Verheyden-Hilliard. The EquityInstitute. Bethesda, MD. 1985.

Nuclear Arms - Opposing Viewpoints, 1988 Annual,Greenhaven Press, San Diego, 1988.

Ownership and Productivity of Marine FisheryResources - An Essay on the Resolution of Conflictin the Else of the Ocean's Pastures, Elmer A. Keen, TheMacdonald and Woodward Pub. Co.. Blacksburg. VA.1988.

Responsible Technology, Ed. Stephen V. Monsma. WilliamB. Eerdmans Pub., Grand Rapids, MI. 1986.

Science and Technology - Opposing Viewpoints, 1988Annual, Greenhaven Press. San Diego, 1988.

Science as a Process - An Evolutionary Account of theSocial and Conceptual Development of Science, DavidL. Hull. University of Chicago Press. Chicago, 1988.

Science, Ethics, and Food, Ed, Brian W.J. LeMay,Smithsonian Institution Press. Washington, D.C.. 1988.

Science, Ethics, and Technological MieSSME13t, DonaldHatcher. American Press, Boston. 1987.

Science for the Fun of It - A Guide to InformalScience Education, Marvin Druser. Ed.. National ScienceTeachers Association. Washington. D.C.. 1988.

Science in Action, Bruno Latour. Harvard University Press.

Cambridge, MA. 1987.Science, Technology, and Development, Mul Wad. Ed.,

Westview Press, Boulder. CO. 1988.Science, Technology, and Society - Emerging

Relationships: Papers from Science, 1949-1988,Rosemary Chalk. Ed.. American Association for theAdvancement of Science. Washington, D.C.. 1988.

Scientist and Activist, Phyllis Steamer, Mary EllenVerheyden-Hilliard. The Equity Institute. Bethesda. MD,1988.

Scientist and Administrator, Antoinette RodezSchieslcr, Mary Ellen Verheyden-Hilliard, The Equityinstitute. Bethesda, MD. 1985.

Scientist and Astronaut. Sully Ride, MarY EllenVerheyden-Hilliard. The Equity Institute. Bethesda. MD,1985.

Scientist and Governor. Marty Lee Ray, Mary EllenVet-her:fen-Hilliard. The Equity Institute, Bethesda, MD,1985.

Scientist and Physician, Judith Pachciarz, Mary Ellen

Verheyden-Hilliard, The Equity Institute. Bethesda. MD.1988.

Scientist and Planner, Ru Chib Chet: Huang, Mary EllenVerheydrultilliard. The Equity Institute. Bethesda. MD,1985.

Scientist and Puzzle Solver, Constance Tom Naguctd,Mary Ellen Verheyden-Hilliard. The Equity Institute.Bethesda, MD, 1985.

Scientist and Strategist, June Rooks, MarY EllenVerheyden-Hilliard, The Equity Institute. Bethesda. MD,1988.

Scientist and Teacher, Anne Barrett Swanson, MaryEllen Verheyden-Hilliard. The Equity Institute, Bethesda,

MD. 1988.

2 7

Scientist from Puerto ilk*, Maria Cordaro Hardy, MaryEllen Verheyden-Hilliard. The Equity Institute, Bethesda.MD. 1985.

Scientist from the Santa Clara PuettIO, Awes Nara*Stroud-Lee, Mary Ellen Verheyden-HillLird, The EquityInstitute. Bethesda, MD. 1985.

Scientist with Determination. Elms Gonzalez, MaryEllen Verheyden-HIlliard, The Equity Institute. Bethesda,MD. 1985.

Society anti Technological Change, Rudi Volti. St.Martins Press, New York, 1988.

Teaching Modern Science, Arthur A. Carin, Robert B.suncl, Merrill Publishing Co., Columbus, OH, 5th ed..1989.

Teaching Science Through Discovery, Arthur A. Carlo.Robert B. Sund. Merrill Publishing Co., Columbus, OH, 6thed.. 1989.

Technology - A National Imperative, TechnologyEducation Advisory Committee. International TeaclutologyEducation Association. Reston. VA, 1989.

Technology and Social Change, H. Russell Bernard. PattiPelto. Eds.. Waveland Press, Prospect Heights. IL. 1987,

Technology and the Future, Albert H. Teich. Ed.. St.Martins Press, New York. 4th ed.. 1986.

The Computer Story, Irving E. Fang. Rada Press, St. Paul.MN, 1988.

The Cultural Meaning of the Scientific Revolution,Margaret C. Jacob, Temple University Press. Philadelphia,1987.

The Development Data Book - A Guide to SOCial andEconomic Statistics, The World Bank, Washington. D.C.,2nd ed., 1988.

The Evolution of Technology, George Basalla. CambridgeUniversity Press. New York, 1988.

The Limits of Scientific Reasoning, David Faust.University of Minnesota Press. Minneapolis. 1984,

The Living Earth - The Coevolution of the Planet andLife, Jon Erickson. TAB Books. Blue Ridge Summit, PA,1989.

The Nature of Reality, Richard Morris. The NoondayPress. New York, 1987.

The Psychobiology of Down Syndrome, Lynn Nadel.Ed.. The MIT Press, Cambridge. MA. 1988.

The Pupil as Scientist?, Rosalind Driver, Open UniversityPress. Philadelphia, 1983.

The Reader's Advisor, Vol. 5: Thc Rest in the Literatureof Science, Technology, and Medicine, Paul Durbin,Ed.. Bowker Pub., New York. 13th ed.. 1988.

The Science Critic, Maurice Goldsmith, Routicdge & KeganPaul, New York. 1986.

The Scientific Attitude, Frederick Grinnell. WestviewPress, Boulder, CO. 1987.

The Whale and the Reactor - A Search for Limits inan Age of High Technology, Langdon Winner.University of Chicago Press, Chicago. 1986.

Thematic Origins of Scientific Thought - Kepler toEinstein, Gerald !Johan. Harvard University Press.Cambridge. MA. rev. ed.. 1988.

Thinking and Deciding, Jonathan Baron. CambridgeUniversity Press. New York. 1988

Third Sourcebook for Science Supervisors. LaMoine L.Motz. Gerry t. Madrazo Jr.. Eds., National ScienceTeachers Association, Washincton. D.C.. 1988.

Understanding Technological Change, Chris DeBresson.Black Rose Books. Cheektowaga, NY. 1987.

1$

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