Describes the Iowa science-technology-society (STS) models and goals. Characterizes and gives examples of using the STS approach in classrooms. Reports the results of four studies that have assessed the outcomes of learning with STS instruction. Identifies some problems concerning the future use of STS in schools. (PR)

Science/Technology/Society STS) has been defined as teaching and learning in the context of human experiences. The STS movement has grown out of dissatisfaction with the curriculum reform of the 1960s and utilizes a problem solving approach that appeals to students' interests. This paper describes the STS approach and reports research results…

Presented is an analysis of 40 research studies which compared the achievement in science and the attitudes of Israeli male and female students toward science and science learning. Grades covered include 5-12. A list of 55 references is included. (CW)

The intended, perceived, implemented, and achieved curriculum of high school biology classes in Israel was studied using a variety of data sources and research methodologies. The intended curriculum was identified by analysis of commonly used laboratory manuals. The perceived curriculum was captured by procuring the views of teachers and students…

The relationships and possible effects of various personal home and school variables on the acquisition of functional biological, chemical, and physical scientific knowledge by tenth grade Israeli students (n=544) was investigated. Biology was the only subject in which functional knowledge was significantly related to nonformal science activities.…

The study compares the achievement of Jewish and Arab students in the high school biology matriculation examinations in Israel with special reference to differences between boys and girls. While Jewish and Arab students follow the same syllabus and take identical matriculation examinations, significant differences exist in learning and achievement…