How are we Stacking Up?: Current Reforms in Science Education Twelve Years after Publication of the National Science Education Standards

Authors

Robert E. Yager, University of IowaFollow

Document Type

Article

Abstract

In education Science-Technology-Society (STS) is commonly viewed as another add-on to a course or the curriculum. This view portrays STS as being plagued with the same problems as traditional teaching of science and technology; information is transmitted to students by lecture, verification laboratories, or textbooks and other written materials. This article presents the case that STS instruction, when effectively implemented, captures more broadly key aspects of both science and technology, and does not succumb to the common problems of traditional instruction. Essential characteristics of effective science teaching are presented.

Publication Date

Fall 2007

Journal Title

Iowa Science Teachers Journal

Volume

34

Issue

3

First Page

19

Last Page

25

Copyright

© Copyright 2007 by the Iowa Academy of Science

Language

en

File Format

application/pdf

Recommended Citation

Yager, Robert E. (2007) "How are we Stacking Up?: Current Reforms in Science Education Twelve Years after Publication of the National Science Education Standards," Iowa Science Teachers Journal: Vol. 34: No. 3, Article 6.
Available at: https://scholarworks.uni.edu/istj/vol34/iss3/6