STS in a time of economic change: What's love got to do with it?1

Abstract

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.