The science-technology-society (STS) movement is emerging at the collegiate level. In elementary and secondary school science, social studies, and industrial arts classes, there is a growing awareness of the need for students to learn about technology and the methods by which it can be directed, made more appropriate, and controlled. This issue of "Theory Into Practice" is the first part of a two-part series that explores methods for approaching the integrated instruction of STS. Authors in this document review the history of science, technology, and social studies education, consider how various disciplines can contribute to the study of this emerging field, and discuss factors influencing the teaching of STS. A conceptualization of STS is introduced in the lead article by Melvin Kranzberg, one of the early proponents of an integrative study of science, technology, and society. In the following three articles, Paul DeHart Hurd, Karen F. Zuga, and Fred Splittgerber take a retrospective look at science, technology and social studies education, respectively, reviewing the history of those fields and related STS themes. The remaining articles address issues that influence people's perceptions of STS and ways in which STS instruction could be approached. Arthur G. Wirth, Merry M. Merryfield, and Jerry Kowal focus on concerns related to the reorganization of work, global perspectives, and a curricular approach to human values, respectively. Articles by Carolyn Carter, Rodger W. Bybee, and Peter A. Rubba discuss access to knowledge, the policy-practice gap, and teacher education. While describing and evaluating the STS movement, these articles point out the nature of the subject matter fields involved and identify potential areas of both cooperation and conflict. (PR)