7-days of FREE Audio papers, translation & more with Prime
7-days of FREE Prime access
7-days of FREE Audio papers, translation & more with Prime
7-days of FREE Prime access
https://doi.org/10.1080/14926150109556481
Copy DOIPublication Date: Oct 1, 2001 | |
Citations: 12 |
Abstract Although science, technology, and society (STS) has been widely accepted as part of science curriculum policy, there is little evidence that it has made much impact on classroom practice, particularly in the academic stream of secondary schools. A variety of pressures encourage strong links between school science and an academic version of science designed to prepare future scientists. In the context of structural economic changes and calls for strengthening links between science education and the workplace, I argue that supporters of STS should consider placing STS in occupational contexts in ways that would integrate academic and occupational education. Such an integration might lead to alliances with powerful sections of industry interested in challenging narrow academic versions of school science. These new contexts, though, must also encourage critical engagement with workplace issues.
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.