ERIC Number: EJ760231
Record Type: Journal
Publication Date: 2006-May
Reference Count: N/A
Contrasting Orientations: STSE for Social Reconstruction or Social Reproduction?
Barrett, Sarah Elizabeth; Pedretti, Erminia
School Science and Mathematics, v106 n5 p237-247 May 2006
Over the last 20 years, science-technology-society-environment education (STSE) education has been advocated as a way to advance scientific literacy. However, STSE education represents a broad range of ideologies and orientations. The purpose of this study was to compare and contrast two different science curricula through a case study approach. This study followed three classroom teachers from Ontario who decided to write a locally developed STSE course to replace the one that the government had discontinued. Through an analysis of the current government mandated STSE curricula and the proposed STSE curriculum, two distinct orientations emerged: social reconstruction and social reproduction. The analysis work suggests that these two orientations have fundamental philosophical differences and are irreconcilable. The paper concludes with a discussion about the implications for science educators.
Descriptors: Foreign Countries, Social Change, Ideology, Case Method (Teaching Technique), Scientific Literacy, Science and Society, Environmental Education, Science Curriculum, Science Teachers, Orientation, Comparative Analysis
School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: email@example.com; Web site: http://ssmj.tamu.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada