Septic tank crisis: a case study of science, technology and society education in an elementary school
- 1 December 1997
- journal article
- research article
- Published by Taylor & Francis Ltd in International Journal of Science Education
- Vol. 19 (10), 1211-1230
- https://doi.org/10.1080/0950069970191007
Abstract
Proponents of science, technology and society (STS) education advocate a literacy grounded in the context of ethical, individual and social responsibility. Accordingly, STS programs and themes have been designed and developed in an effort to interpret science and technology as complex socially embedded enterprises, and to promote the development of a critical, scientifically and technologically literate citizenry capable of understanding STS issues, empowered to make informed and responsible decisions, and able to act upon those decisions. This paper posits that STS is a desirable and commendable goal. However, many dilemmas arise when educators begin to seriously address issues of power, knowledge, decision‐making, and responsible action in the science curriculum. In particular, this paper is a case study of an elementary teacher involved in STS education, with her grade three‐four class. The real‐life event or issue that triggers the STS curriculum unit is the school's septic tank overload. In describing this case, the author examines the potential power and problems of STS education.This publication has 22 references indexed in Scilit:
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