Journal articles: 'Science Technology and Society (STS)'

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Mansour, Nasser. "Science-Technology-Society (STS)." Bulletin of Science, Technology & Society 29, no. 4 (May 18, 2009): 287–97. http://dx.doi.org/10.1177/0270467609336307.

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Mitcham, Carl, and Shali Mohleji. "Science, Technology, and Society: An Encyclopedia." Science & Technology Studies 19, no. 1 (January 1, 2006): 93–100. http://dx.doi.org/10.23987/sts.55206.

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Korolija, Jasminka, and Jelena Stanisic. "Sciences education for connecting science, technology and the society." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 461–76. http://dx.doi.org/10.2298/zipi0902461k.

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Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.

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Mansour, Nasser. "Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education." International Journal of Physics & Chemistry Education 2, no. 2 (August 18, 2010): 123–57. http://dx.doi.org/10.51724/ijpce.v2i2.187.

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Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

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Dewi, Ni Putu Laksmi Cintya, and Sri Atun. "The Effect of Science Technology Society (STS) Learning On Students’ Science Process Skills." Jurnal Ilmiah Peuradeun 7, no. 1 (January 30, 2019): 113. http://dx.doi.org/10.26811/peuradeun.v7i1.288.

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This study aims to determine the effect of the application of Science Technology Society (STS) learning in high school students of class XI IPA. This research is a quasi-experimental research using posttest only design. The sample used is 64 students from Senior High School in Bantul district, Yogyakarta. Samples were obtained using purposive random sampling. Data were collected using posttest value to determine the effect of Science Technology Society (STS) learning and using Student Worksheet to know student ability. The data were analyzed by using ANOVA. The results showed that Science Technology Society (STS) study had significant effect, with a significance value 0,043 (p<0,05). Based on these studies, it can be concluded that the learning Science Technology Society (STS) influential in students’ science process skills.

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Bybee, Rodger W., and Nancy M. Landes. "The Science-Technology-Society (STS) Theme in Elementary School Science." Bulletin of Science, Technology & Society 8, no. 6 (December 1988): 573–79. http://dx.doi.org/10.1177/027046768800800604.

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Maienschein, Jane, John N. Parker, Manfred Laubichler, and Edward J. Hackett. "Data Management and Data Sharing in Science and Technology Studies." Science, Technology, & Human Values 44, no. 1 (September 18, 2018): 143–60. http://dx.doi.org/10.1177/0162243918798906.

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This paper presents reports on discussions among an international group of science and technology studies (STS) scholars who convened at the US National Science Foundation (January 2015) to think about data sharing and open STS. The first report, which reflects discussions among members of the Society for Social Studies of Science (4S), relates the potential benefits of data sharing and open science for STS. The second report, which reflects discussions among scholars from many professional STS societies (i.e., European Association for the Study of Science and Technology [ EASST], 4S, Society for the History of Technology [ SHOT], History of Science Society [ HSS], and Philosophy of Science Association [ PSA]), focuses on practical and conceptual issues related to managing, storing, and curating STS data. As is the case for all reports of such open discussions, a scholar’s presence at the meeting does not necessarily mean that they agree with all aspects of the text to follow.

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Bettencourt, Cátia, José Lopes Velho, and Patrícia Albergaria Almeida. "Biology teachers’ perceptions about Science-Technology-Society (STS) education." Procedia - Social and Behavioral Sciences 15 (2011): 3148–52. http://dx.doi.org/10.1016/j.sbspro.2011.04.262.

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Vázquez-Alonso, Ángel, Antonio García-Carmona, María Antonia Manassero-Mas, and Antoni Bennàssar-Roig. "Spanish Secondary-School Science Teachers’ Beliefs About Science-Technology-Society (STS) Issues." Science & Education 22, no. 5 (January 24, 2012): 1191–218. http://dx.doi.org/10.1007/s11191-012-9440-1.

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Johnson, Gordon. "USING SCIENCE/TECHNOLOGY/SOCIETY ISSUES TO ACHIEVE SCIENTIFIC LITERACY." HortScience 25, no. 9 (September 1990): 1182e—1182. http://dx.doi.org/10.21273/hortsci.25.9.1182e.

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Enabling citizens to have meaningful participation in public discussions of issues interfacing science/technology and society (STS) has long been a goal of science education. Involving students in investigating issues may be the most effective way of insuring continued involvement as adults. Global, national, and local horticultural issues can provide concepts for learning relevant science concepts, process skills, and other outcomes. Selecting and designing investigations of horticulture issues include input from both students and teacher. Questions that get at scientific concepts, technological implications, and societal concerns related to the issue give direction and scope to the study. The questions and responses can be student initiated with teacher guidance. Students gain experience in examining and discussing societal issues, recognizing interdependence of STS, and learning relevant science as well. As a result, students perceive horticulture as having relevance to their concerns rather than as an isolated discipline,

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Douglas, Conor M. W. "Medical Technology into Healthcare and Society." Science & Technology Studies 25, no. 1 (January 1, 2012): 76–78. http://dx.doi.org/10.23987/sts.55284.

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Jasanoff, Sheila. "The Floating Ampersand: STS Past and STS to Come." Engaging Science, Technology, and Society 2 (July 1, 2016): 227. http://dx.doi.org/10.17351/ests2016.78.

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STS has become a discipline in the sense that it offers new ways to read and make sense of the world. It remains an amalgam, however, of two linked yet separate lines of inquiry, both abbreviated as STS. Science and technology studies refers to the investigation of S&T as social institutions; science, technology and society, by contrast, analyzes the external relations of S&T with other institutions, such as law or politics. This essay reflects on the implications of this ambiguity for institutionalizing STS as a field of its own, drawing on the author’s experiences in building STS at two universities.

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Chen, Jia. "Technology and Society: Building Our Sociotechnical Future." Science & Technology Studies 23, no. 2 (January 1, 2010): 77–79. http://dx.doi.org/10.23987/sts.55254.

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Marsango, Daniel, Taís Regina Hansen, Carla Polanczky, and Rosemar Ayres dos Santos. "Educational practices in Science-Technology-Society and the Social Participation in the Scientific-Technological Development." Acta Scientiae 21, no. 5 (September 27, 2019): 44–61. http://dx.doi.org/10.17648/acta.scientiae.4709.

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The STS movement, which emerged in embryonic in the middle of last century and made over the decades, remains relevant to the society we live in. Thus, it is recurrent the need for a participation of this society in the direction given to the scientific and technological activity, demanding more democratic decisions. In this sense the research is based on the questionings: what is the characterization of educational practices carried out in STS field in Basic Education and in teacher training?; And, as has been the participation of society in scientific and technological development? As objectives, we seek: (i) identify which subjects have participated in decision-making on scientific and technological development, and how; (ii) analyze data referrals in respect of educational practices STS; (iii) to investigate whether the STS assumptions are advancing the Academy to implement educational practices; (iv) to point out horizons for Science Education in the perspective of curricular settings guided by the constitution of a culture of participation. It is a bibliographical research whose methodology was the Discursive Textual Analysis, composed of unitarization, categorization and communication. The corpus of analysis emerged four categories: 1) Limitations practices STS implemented; 2) Methodological aspects of practicas STS; 3) Social participation in the development of ST in classrooms; 4) Justifications for insertion of STS practices.

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Kolopenuk, Jessica. "Miskâsowin: Indigenous Science, Technology, and Society." Genealogy 4, no. 1 (February 27, 2020): 21. http://dx.doi.org/10.3390/genealogy4010021.

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Indigeneity has been a site of relationally produced knowledge deemed scientific and political. In this article, I offer an experimental description of Miskâsowin—an Ininiw/Cree theory of science, technology, and society. This methodological piece is part of an overall project that seeks to understand how changes in technoscience often correlate with changes in the relationships and biotechnologies that colonial nation-states and their citizenries, scientific fields and their researchers, and bioeconomies and their consumers use to form themselves through, in spite of, and (sometimes) as Indigenous peoples. Creating Indigenous theories of the technosciences that affect them is disruptive of colonial ontologies of knowledge and sovereignty. Miskâsowin is part of an emergent subfield of Indigenous Studies: Indigenous Science, Technology, and Society (I-STS). I use this framework to map partial connections whereby Cree concepts of tapwewin (truth-telling), miskâsowin (finding one’s core), and misewa (all that exists) resonate with relational academic theoretical frameworks including that of Pierre Bourdieu, Michel Foucault, and Aileen Moreton-Robinson. I do so in ways that are uniquely adapted to my (the researcher’s) relationships (and the genealogies that they are routed through) with genomic knowledge and indigeneity; with the scientific and policy fields in Canada (and beyond); and with my own research/er integrity.

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Zoller, Uri, and Stuart Donn. "Computer Inclination of Students and Teachers in Relation to Their STS Views." Journal of Educational Computing Research 9, no. 1 (February 1993): 45–59. http://dx.doi.org/10.2190/27pc-c1y3-hlyg-aqfb.

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The computer inclination (CI) of 881 eleventh-grade students and of their 181 teachers in relation to their Science-Technology-Society (STS) views was assessed in randomly selected high schools in British Columbia using a two-part questionnaire: a short, modified version of the Survey of Attitudes Toward Learning About and Working With Computers for the CI, and a condensed form of the Views on Science-Technology-Society (VOSTS) Inventory for the STS views. Significant differences between the computer inclinations of non-STS and STS students and between the STS views of non-STS and STS teachers and students in the “attitude” category were found, but there were no differences between other subgroups on these dimensions. Computer Inclination Indices (CII) and Science/Technology Indices (STx) have been defined and used for the elucidation of possible correlations between the CIIs and the STxs. It is argued that the CIs and STS views of both students and teachers should be assessed and taken into consideration by the educational policy makers and developers of future science curricula and teacher training programs, if the goals of the currently sought reforms in science education are to be attained.

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Jariyah, Ita Ainun. "The Effect of Inquiry Combined Science-Technology-Society (STS) Learning to Enhance Critical Thinking Skills on Science." Jurnal Pendidikan Biologi Indonesia 3, no. 1 (March 31, 2017): 1. http://dx.doi.org/10.22219/jpbi.v3i1.3888.

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One of the important skills to be mastered in the era of globalization is the critical thinking skills. This research is to determine the average increase of critical thinking skills of learners before and after implementing inquiry learning combined STS, and to know learner response about inquiry learning combined STS. This research was a “pre-experimental design” by design “the group pretest posttest design”. Samples were taken from the students of class VII SMPN 3 Peterongan. Data Collection was done by testing: pretest, posttest and questionnaire response of learners. Pretest and posttest data were analyzed by using paired t-test statistic. Questionnaire response of learners data were analyzed by using a percentage formula. The results of paired t test were 0.00 which was less than 0.05. The conclusion was there are differences in the results of critical thinking skills before and after implementation of inquiry-based teaching materials combined STS. Based on the results of the questionnaire response of learners found that learners gave positive response to the inquiry learning process combined STS.

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Irmita, Luthfia Ulva. "PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN MODEL PEMBELAJARAN SCIENCE TECHNOLOGY SOCIETY UNTUK MENINGKATKAN LITERASI SAINS." Orbital: Jurnal Pendidikan Kimia 1, no. 2 (July 6, 2018): 32–39. http://dx.doi.org/10.19109/ojpk.v1i2.2322.

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Abstrak: Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran menggunakan model pembelajaran Science Technology Society (STS) untuk meningkatkan literasi sains siswa. Perangkat pembelajaran berupa RPP dan LKS pembelajaran. Metode penelitian ini adalah Research and Development yang terdiri dari tiga tahap yaitu pendefinisian, perancangan dan pengembangan. Pada tahap pendefinisian dilakukan persiapan studi awal. Pada tahap perancangan dilakukan untuk menentukan indikator, tujuan pembelajaran dan analisis materi laju reaksi. Pada tahap pengembangan dilakukan pengembangan langkah-langkah kegiatan pembelajaran pada RPP dan LKS pembelajaran dengan menggunakan model STS dengan sintak ekplorasi, pembentukan dan pengembangan konsep, aplikasi konsep, pemantapan dan penilaian. Selanjutnya akan diuji kelayakannya oleh dua orang dosen validator dan dua orang guru kimia SMA. RPP dan LKS pembelajaran dikembangkan untuk meningkatkan literasi sains yang mencakup ketiga aspek yaitu aspek konteks sains, konten sains dan proses sains. Hasil uji kelayakan menunjukkan bahwa perangkat pembelajaran dikatakan memiliki kelayakan yang tinggi dengan rata-rata nilai Aiken’s V untuk RPP yaitu 0,697 dan untuk LKS yaitu 0,644. Dengan demikian, perangkat pembelajaran menggunakan model STS dapat digunakan khususnya pada materi laju reaksi kimia. Kata kunci: model STS, literasi sains, laju reaksi

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Aikenhead, Glen. "Research Into STS Science Education." Educación Química 16, no. 3 (August 25, 2018): 384. http://dx.doi.org/10.22201/fq.18708404e.2005.3.66101.

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STS science curriculum content includes both the internal workings of the scientific enterprise and the scientific enterprises external interaction with technology and society. The educational goal is to prepare future citizens who understand the human and social dimensions of scientific practice and its consequences. This article synthesizes the published research into STS science education in terms of policy making (curriculum development), student learning, and teacher orientations toward such a curriculum. The article encompasses both educationally sound and politically realistic results that are found in the literature. This synthesis is restricted to research with students aged 12 to 18, and it excludes literature that simply advocates a position without basing its conclusions on research evidence.

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Deitrich, Richard. "Paul Tillich and Technology: His Importance for Robust Science, Technology, and Society (STS) Education." Bulletin of Science, Technology & Society 10, no. 5-6 (November 1990): 275–81. http://dx.doi.org/10.1177/0270467690010005-606.

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Ankiewicz, Piet, Estelle De Swardt, and Marc De Vries. "Some Implications of the Philosophy of Technology for Science, Technology and Society (STS) Studies." International Journal of Technology and Design Education 16, no. 2 (May 2006): 117–41. http://dx.doi.org/10.1007/s10798-005-3595-x.

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Bender, Gerd. "Shaping Technology as a Means for Transforming Society." Science & Technology Studies 12, no. 2 (January 1, 1999): 64–82. http://dx.doi.org/10.23987/sts.55119.

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Matsumoto, Miwao. "Self-referential Studies on the Science-Technology-Society Interface." TRENDS IN THE SCIENCES 5, no. 7 (2000): 76–81. http://dx.doi.org/10.5363/tits.5.7_76.

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Olohan, Maeve. "Technology, translation and society." Target. International Journal of Translation Studies 29, no. 2 (June 29, 2017): 264–83. http://dx.doi.org/10.1075/target.29.2.04olo.

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Translation studies and social theories of translation tend not to deal adequately with questions regarding the role of technology in translation and have neglected the ways in which technologies, as non-human entities, embody and materialize hegemonic and power relations. This paper seeks to address this shortcoming by looking to science and technology studies (STS) for conceptual frameworks to help us to understand and articulate (a) how popular, deterministic perceptions of translation technology are perpetuated through the discourses of hegemonic actors, (b) how decisions regarding design and use of translation technologies may be studied with reference to their construction and interpretation by relevant social groups, and (c) how a critical theory of technology and an analytical focus on practices can help to focus our attention on the exercise of hegemonic control in the translation sector.

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Mai, Mohammed Yousef, Lilia Halim, Ruhizan Mohammed Yaseen, and T. Subahan M. Meera. "The Ranking of Science, Technology and Society (STS) Issues by Students and Physics Teachers in Secondary School, Yemen." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 1 (January 2012): 46–62. http://dx.doi.org/10.4018/ijqaete.2012010104.

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Science, Technology and Society (STS) issues encompass social dilemmas with conceptual or technological links to science. Investigating the ranking STS issues that given by secondary school students and their teachers in Yemen is the major aim of this paper. It reviews the literature in order to seek for STS issues that should be infused in physics curriculum in Yemen. Then, it reports the results of the survey that measure the ranking of Science, Technology and Society issues. A valid and reliable questionnaire containing STS issues is administered on a sample of 465 students and 34 teachers from 15 schools in Sana’a city. The results of the study revealed that human health and disease, water supplies, air pollution, and energy shortages are the most important issues that should be infused in physics curriculum in Yemen. When the mean scores of students and teachers were compared, the results showed no significant differences. Implications for research and development in science education are discussed.

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Bybee, Rodger W. "Teaching about Science-Technology-Society (STS): Views of Science Educators in the United States." School Science and Mathematics 87, no. 4 (April 1987): 274–85. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11706.x.

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Lumpe, Andrew T., Jodi J. Haney, and Charlene M. Czerniak. "Science Teacher Beliefs and Intentions to Implement Science-Technology-Society (STS) in the Classroom." Journal of Science Teacher Education 9, no. 1 (February 1998): 1–24. http://dx.doi.org/10.1023/a:1009438021848.

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Morfakis, Constantinos. "Science, technology, society and science fiction: A portrait of STS in Michael Crichton’s Micro." Journal of Science & Popular Culture 2, no. 2 (October 1, 2019): 171–75. http://dx.doi.org/10.1386/jspc_00006_7.

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Hansen, K. ‐H, and J. Olson. "How teachers construe curriculum integration: the Science, Technology, Society (sts) movement asBildung." Journal of Curriculum Studies 28, no. 6 (November 1996): 669–82. http://dx.doi.org/10.1080/0022027980280603.

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Scharmann, Lawrence C., and Hilary McLellan. "Enhancing Science-Technology-Society (STS) Instruction: An Examination of Teacher Goal Orientations." School Science and Mathematics 92, no. 5 (May 6, 1992): 249–52. http://dx.doi.org/10.1111/j.1949-8594.1992.tb15583.x.

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Bauer, Henry H. "Barriers Against Interdisciplinarity: Implications for Studies of Science, Technology, and Society (STS." Science, Technology, & Human Values 15, no. 1 (January 1990): 105–19. http://dx.doi.org/10.1177/016224399001500110.

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Mazanderani, Fadhila, Isabel Fletcher, and Pablo Schyfter. "Introduction: Talking STS." Engaging Science, Technology, and Society 4 (July 12, 2018): 179. http://dx.doi.org/10.17351/ests2018.258.

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Talking STS is a collection of interviews and accompanying reflections on the origins, the present and the future of the field referred to as Science and Technology Studies or Science, Technology and Society (STS). The volume assembles the thoughts and recollections of some of the leading figures in the making of this field. The occasion for producing the collection has been the fiftieth anniversary of the founding of the University of Edinburgh’s Science Studies Unit (SSU). The Unit’s place in the history of STS is consequently a recurring theme of the volume. However, the interviews assembled here have a broader purpose – to present interviewees’ situated and idiosyncratic experiences and perspectives on STS, going beyond the contributions made to it by any one individual, department or institution. Both individually and collectively, these conversations provide autobiographically informed insights on STS. Together with the reflections, they prompt further discussion, reflection and questioning about this constantly evolving field.

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Pimvichai, Jirutthitikan, Khajornsak Buaraphan, and Chokchai Yuenyong. "Development of Grade 10 Students’ Scientific Argumentation through the Science-Technology-Society Learning Unit on Work and Energy." Journal of Technology and Science Education 9, no. 3 (July 3, 2019): 428. http://dx.doi.org/10.3926/jotse.527.

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This study aims to examine the effect of Science-Technology-Society (STS) learning unit on the Work and Energy topic in developing grade 10 students’ scientific argumentation. The research participants were 20 grade 10 students at one secondary school located in Khon Kaen province, the Northeastern region of Thailand. The students’ tasks, discourse and informal interview were collected and interpreted according to the Toulmin’s Argument Pattern (TAP) framework. The findings revealed that the STS learning unit on Work and Energy could promote the participating students’ scientific argumentation. That is, the students could generate more quality and effective scientific argumentation according to the TAP framework. There was a high number of quality scientific argumentation regarding Warrants, Qualifiers and Backing especially in the Decision Making and Socialization stages of STS approach. Also, the students normally applied their scientific understanding in creating their Grounds. The implication of this study in designing the appropriate STS workshop for training in-service science teachers to be able to understand about the STS approach and how to apply the STS approach in helping their students develop scientific argumentation.

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Rocha, Thaís Mendes, Josie Agatha Parrilha da Silva, and Bettina Heerdt. "O uso dos filmes de ficção científica para o ensino de ciências com enfoque ciência, tecnologia e sociedade: uma revisão sistemática da literatura." Revista Brasileira de Educação em Ciências e Educação Matemática 5, no. 1 (April 30, 2021): 129–51. http://dx.doi.org/10.33238/rebecem.2021.v.5.n.1.26935.

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Resumo: Esta revisão sistemática da literatura teve como objetivo identificar a forma que os filmes de ficção científica (FC) abordam questões do ensino das Ciências e o enfoque Ciência, Tecnologia e Sociedade (CTS). A pesquisa utilizou bancos de dados com os seguintes descritores: “Ensino de Ciências, CTS, Ficção Científica e Cinema”. Os resultados evidenciaram que desde a década de 1980, os filmes de FC são utilizados como recurso metodológico no ensino de Ciências, mas ainda são escassos os estudos que relacionam o CTS com os filmes de FC. Nas quatro pesquisas encontradas, entre 2012 e 2019, a articulação dos três componentes da tríade CTS, raramente ocorre de forma coerente com os referenciais, prevalecendo o realce na ciência, ou em tecnologia e, majoritariamente, na sociedade, sobrelevando as questões socioambientais.Palavras-chave: Ensino de Ciências; Enfoque CTS; Arte e Ciência; Cinema; Filmes de Ficção Científica. The use of scientific fiction films for teaching sciences with a focus on science, technology and society: a systematic review of literatureAbstract: This systematic review of the literature aimed to identify the way that science fiction films (SF) address issues of science teaching and the focus on Science, Technology and Society (STS). The research used databases with the following descriptors: “Science Teaching, STS, Science Fiction and Cinema”. The results showed that, since the 1980s, SF films have been used as a methodological resource in science teaching, but there are still few studies relating STS to SF films. In the four researches found, between 2012 and 2019, the articulation of the three components of the STS triad, rarely occurs in a coherent manner with the references, with emphasis on science or technology and, mainly, on society, prevailing, raising socioenvironmental issues.Keywords: Science teaching; Focus on STS; Art and Science; Movie theater; Science fiction

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Law, John. "On Sociology and STS." Sociological Review 56, no. 4 (November 2008): 623–49. http://dx.doi.org/10.1111/j.1467-954x.2008.00808.x.

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This paper starts by exploring the development of Science, Technology and Society (STS) in the UK in the late 1960s, emphasising its interdiciplinary roots, and comparing and contrasting it with the concerns of Sociology. It then turns to more recent developments in STS, outlining the importance of material semiotics to important traditions within the discipline including those influenced by actor network theory, feminism, and postcolonialism. It notes, in consistency with the Foucauldian approach, that material semiotics implies that knowledge traditions are performative, helping to create the realities that they describe. The paper concludes by exploring the implications of this performatibity for the politics of research methods and for the future character of social science research.

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Aibar, Eduard. "A critical analysis of information society conceptualizations from an STS point of view." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 8, no. 2 (July 6, 2010): 177–82. http://dx.doi.org/10.31269/vol8iss2pp177-182.

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Science and Technology Studies (STS) have developed over the last four decades very rich and deep analysis of the interaction between science, technology and society. This paper uses some STS theoretical and methodological insights and findings to identify persistent misconceptions in the specific literature on ICTs and society. Technological deterministic views, the taken-for-granted image of technological designs, the prospective character of many studies that focus mainly on potential effects, a simplistic view of uses and users, and an uncritical distinction between the technical and the social, are discussed as some of the most remarkable theoretical flaws in the field.

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Bijker, Wiebe. "Constructing Worlds: Reflections on Science, Technology and Democracy (and a Plea for Bold Modesty)." Engaging Science, Technology, and Society 3 (May 23, 2017): 315. http://dx.doi.org/10.17351/ests2017.170.

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Can STS offer a response to “alternative facts” without falling back into naive positivism? Can STS help to make science accountable to society and make it work—make it function in our democracies and let it produce scientific knowledge? In his valedictory lecture, Wiebe Bijker looks back upon three decades of STS research in general, and upon engaging STS with questions of democratization and development in particular. He starts from the question how to study technological cultures and ends with the question how to construct them. The argument moves from the social construction of technology to constructing socio-technical worlds. Finally, when trying to understand this construction work, the analysis zooms in on the constructing worlds: on the institutions in which this construction work takes place.

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Zainuddin, Z., E. Irawati, A. Salam M, M. Misbah, and D. Dewantara. "Developing of natural science teaching materials character-based in science technology and society (STS) approach." Journal of Physics: Conference Series 1422 (January 2020): 012013. http://dx.doi.org/10.1088/1742-6596/1422/1/012013.

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Cross, Roger T., and Robert E. Yager. "Parents, Social Responsibility and Science, Technology and Society (STS): a rationale for reform." Research in Science & Technological Education 16, no. 1 (May 1998): 5–18. http://dx.doi.org/10.1080/0263514980160101.

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Primastuti, M., and S. Atun. "Science Technology Society (STS) learning approach: an effort to improve students’ learning outcomes." Journal of Physics: Conference Series 1097 (September 2018): 012062. http://dx.doi.org/10.1088/1742-6596/1097/1/012062.

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Taschwer, Klaus. "Science as system vs. science as practice: Luhmann's sociology of science and recent approaches in science and technology studies (STS)—a fragmentary confrontation." Social Science Information 35, no. 2 (June 1996): 215–32. http://dx.doi.org/10.1177/053901896035002003.

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The last twenty years not only saw the development of a distinctive systems theory by Niklas Luhmann, but also the emergence of a transdisciplinary field called science and technology studies (STS), which emanated from the older sociology of science. This contribution is dedicated to a basic confrontation of theoretical approaches in “new” STS with Luhmann's sociology of science as a part of his theory of society. On the one hand, I want to depict some similarities between both approaches, i.e. the linguistic/semiotic turn, relativism and reflexivism. On the other hand, in the second section, I try to show some of the major differences between recent STS theories and Luhmann's autopoietic systems theory. Basic distinctions are identified with regard to the perception of science (closed system vs. “seamless web”) and the different scope of the theories. This finally leads to the modest conclusion that these conceptualizations can hardly be integrated and thus reflect the complexity of contemporary science - both as “subject” and “object”.

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Marris, Claire, and Jane Calvert. "Science and Technology Studies in Policy: The UK Synthetic Biology Roadmap." Science, Technology, & Human Values 45, no. 1 (February 12, 2019): 34–61. http://dx.doi.org/10.1177/0162243919828107.

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In this paper, we reflect on our experience as science and technology studies (STS) researchers who were members of the working group that produced A Synthetic Biology Roadmap for the UK in 2012. We explore how this initiative sought to govern an uncertain future and describe how it was successfully used to mobilize public funds for synthetic biology from the UK government. We discuss our attempts to incorporate the insights and sensibilities of STS into the policy process and why we chose to use the concept of responsible research and innovation to do so. We analyze how the roadmapping process, and the final report, narrowed and transformed our contributions to the roadmap. We show how difficult it is for STS researchers to influence policy when our ideas challenge deeply entrenched pervasive assumptions, framings, and narratives about how technological innovation necessarily leads to economic progress, about public reticence as a roadblock to that progress, and about the supposed separation between science and society. We end by reflecting on the constraints under which we were operating from the outset and on the challenges for STS in policy.

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Dunn Cavelty, Myriam. "Cybersecurity Research Meets Science and Technology Studies." Politics and Governance 6, no. 2 (June 11, 2018): 22–30. http://dx.doi.org/10.17645/pag.v6i2.1385.

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This article sets out to show how different understandings of technology as suggested by Science and Technology Studies (STS) help reveal different political facets of cybersecurity. Using cybersecurity research as empirical site, it is shown that two separate ways of understanding cybertechnologies are prevalent in society. The primary one sees cybertechnologies as apolitical, flawed, material objects that need to be fixed in order to create more security; the other understands them as mere political tools in the hands of social actors without considering technological (im)possibilities. This article suggests a focus on a third understanding to bridge the uneasy gap between the two others: technology defined as an embodiment of societal knowledge. The article posits that in line with that, the study of cyberpolitics would benefit from two innovations: a focus on cybersecurity as social practice―enacted and stabilized through the circulation of knowledge about vulnerabilities―and a focus on the practices employed in the discovery, exploitation and removal of those vulnerabilities.

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Aibar, Eduard. "A critical analysis of information society conceptualizations from an STS point of view." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 8, no. 2 (July 6, 2010): 177–82. http://dx.doi.org/10.31269/triplec.v8i2.134.

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Science and Technology Studies (STS) have developed over the last four decades very rich and deep analysis of the interaction between science, technology and society. This paper uses some STS theoretical and methodological insights and findings to identify persistent misconceptions in the specific literature on ICTs and society. Technological deterministic views, the taken-for-granted image of technological designs, the prospective character of many studies that focus mainly on potential effects, a simplistic view of uses and users, and an uncritical distinction between the technical and the social, are discussed as some of the most remarkable theoretical flaws in the field.

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Harris, Joseph. "Science and Democracy Reconsidered." Engaging Science, Technology, and Society 6 (January 8, 2020): 102. http://dx.doi.org/10.17351/ests2020.383.

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To what extent is the normative commitment of STS to the democratization of science a product of the democratic contexts where it is most often produced? STS scholars have historically offered a powerful critical lens through which to understand the social construction of science, and seminal contributions in this area have outlined ways in which citizens have improved both the conduct of science and its outcomes. Yet, with few exceptions, it remains that most STS scholarship has eschewed study of more problematic cases of public engagement of science in rich, supposedly mature Western democracies, as well as examination of science-making in poorer, sometimes non-democratic contexts. How might research on problematic cases and dissimilar political contexts traditionally neglected by STS scholars push the field forward in new ways? This paper responds to themes that came out of papers from two Eastern Sociological Society Presidential Panels on Science and Technology Studies in an Era of Anti-Science. It considers implications of the normative commitment by sociologists working in the STS tradition to the democratization of science.

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Cross, Roger T., and Ronald F. Price. "The Impact of the Science, Technology and Society Movement on Chinese Science Education: an Sts Dictionary." Bulletin of Science, Technology & Society 17, no. 2-3 (April 1997): 85–93. http://dx.doi.org/10.1177/027046769701700210.

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Kok, Lyn. "A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 16. http://dx.doi.org/10.4102/sajce.v4i1.180.

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Teacher education for South African foundation phase education requires student teachers to be prepared for teaching science concepts in an integrated programme in a learning area known as life skills . This study examined the challenges faced by university teachers of foundation phase student teachers in the development of science modules/ courses. The national curriculum for this subject aims to strengthen learner awareness of social relationships, technological processes and elementary science (DBE 2011a). We developed an integrated numeracy, science and technology module for foundation phase student teachers, based on the science-technology-society (STS) approach to teaching science concepts. Students’ understanding of science concepts was assessed, using a project method in which they solved a problem derived from children’s literature. Then students’ views of this integrated approach to teaching science concepts were gathered. The negative views of the foundation phase student teachers towards the integrated STS approach was thought to indicate an empiricist view of the nature of science that could impede their future teaching.

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Atika, Iva Nandya, Ediyanto Ediyanto, and Norimune Kawai. "Improving Deaf and Hard of Hearing Students’ Achievements Using STS Approach: A Literature Review." IJPTE : International Journal of Pedagogy and Teacher Education 2 (January 31, 2018): 13. http://dx.doi.org/10.20961/ijpte.v2i0.19748.

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Science for all indicates that science should be accessible to all learners including deaf and hard of hearing (DHH) students, but they tend to struggle with developing abstract concepts of science optimally. Science, Technology, and Society (STS) approach is an interdisciplinary approach to science learning which is integrating science with technology and society aspects. Through STS approach, students become more interested in learning abstract concepts of science because they can apply the concepts throughout their daily living. The purpose of this study was to investigate whether DHH students improve their achievement levels of science specifically in the aspects of cognitive and affective via STS approach. A total of five journal articles from 2008-2016 written in English on the topic of science learning using STS approach were reviewed. This literature was collected via ERIC database. Then they were analyzed and interpreted in accordance with the objectives of the study. Based on the literature reviews, students experiencing STS instruction improve their achievements according to five STS domains in science learning. Due to learning via STS approach, students not only memorize the science concepts, but also enable to analyze scientific information as well as to apply it in their real-life situations, and set them on a path of life-long learning in science.Keywords: Achievements, Science Learning, Deaf and Hard-of-Hearing, STS Approach.

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Pretzer, William S. "Ideas, Machines and Values: An Introduction to Science, Technology, and Society Studies, and: Visions of STS: Counterpoints in Science, Technology, and Society Studies (review)." Technology and Culture 44, no. 4 (2003): 799–802. http://dx.doi.org/10.1353/tech.2003.0180.

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Oliveros, Maria, Benjamín Valdez, Eduardo Cabrera, Alejandra Garcia, Michael Shorr, and Marcela Barreras. "Innovation Centre Researchers “Views on Issues of Science, Technology, Society and Innovation (STS + I)”." British Journal of Education, Society & Behavioural Science 14, no. 1 (January 10, 2016): 1–8. http://dx.doi.org/10.9734/bjesbs/2016/20767.

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Journal articles on the topic 'Science Technology and Society (STS)'

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