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ERIC Number: ED340575
Record Type: RIE
Publication Date: 1990
Pages: 29
Abstractor: N/A
A Study of the Qualities Teachers Recommend in STS Issues Investigation and Action Instructional Materials.
Rubba, Peter A.; Wiesenmayer, Randall L.
This study was part of a project to develop science and technology (STS) issue investigation and action materials with the potential for use across science and social studies classes at the secondary level. Special emphasis was given to learning teachers' perspectives on the development of a unit on the impact of pesticides on society. Seven areas were explored: (1) course context (i.e., in what courses would a unit on pesticides best fit); (2) concept linkages (with broader science and social studies concepts); (3) length of such a unit; (4) instructional technology and media, especially microcomputer technology; (5) interdisciplinary cooperation between teachers; (6) relevance to students and the local community; and (7) teachers' perceived degree of preparation. Questionnaires were mailed to 55 exemplary science and social studies teachers. Useable surveys were received from 25 teachers, representing teacher certification in 32 science fields, 4 social studies fields, and 6 in "other" fields. Overall, the teachers appeared open to the issue investigation and action approach to dealing with STS issues. STS instruction must help learners develop the following capabilities: (1) knowledge of how to seek out information on issues from all sides and weigh it before decisions are made; (2) knowledge of various action skills and a strategy to select among them; and (3) the ability to apply this knowledge in the resolution of an issue--a capability that is developed through guided practice. The questionnaire is attached. (22 references; 6 tables) (KM)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (63rd, Atlanta, GA, April 8-11, 1990).