Rustum Roy has called STS the "glue" that holds science together (5). He argues that science as it is commonly taught in schools and as it exists in textbooks has no real meaning or value for most people. Only when these scientific concepts, principles, and theories are presented in a societal framework do they have meaning or relevance Roy has also called STS the megatrend of the 80's in science education. He sees STS as the moving force" and the major idea shaping goals, curriculum, instruction, evaluation, and teacher education in science education today

. The National Science Teachers Association . . . unanimously proclaimed:

The primary purpose for K-I2 science education is to give all citizens a fundamental understanding of science and technology so that they may make informed decisions about policy issues. This understanding is essential to maintain our commitment to the democratic ideal of full participation. It represents the new literacy for functioning in modern society. STS is central to the curriculum structure . . . In 'Educating Americans for the 21st Century" the Commission recommends a required STS two year sequence in grades nine and ten as the culmination of a K-8 program focused on the personal needs, societal issues, and career awareness aims described by the Project Synthesis researchers in 1981 (1)

All of these pronouncements and recommendations do not address themselves to the basic question of the meaning of STS.
Perhaps the S's are wrongly placed. It might be better to think society-technology-science. The STS movement seems to be based on encouraging more people to learn real science and that entree is primarily through societal issues and, secondarily, through technology. It can be argued that societal issues and society are closer to people and that technology-the applications of science for the benefit of humankind-is more concrete, more meaningful, and closer to day-today living than are the concepts and theories of science per se.

Perhaps the primary meaning of STS, regardless of which S is first, is that science be understandable and useful to most people when put in a meaningful personal context.

Real learning occurs when there is direct involvement between learners and specific objects, events, and life situations.

Science information presented by teachers, textbooks, and curriculum guides has no meaning if it is presented as information without relevance.

The curiosity of most persons is piqued by issues, problems, and nonconformities, The use of societal issues and the application of science ( technology ) in daily living provides the experience and, therefore, the vehicle for seeing its value and understanding its organization, meaning, and beauty.

The SESE Task Force has provided clear descriptions of effective STS programs in schools (4) . . .

1 - Provide students opportunities to compare and contrast science and technology and to appreciate how science and technology contribute to new knowledge and power

2. Give examples from the past and present of the profound changes science and technology have wrought on society, economic growth, and political process.

3. Offer global perspectives on the relation of science and technology to society, indicating the impact on developing nations and on the ecology of Spaceship Earth.

Curriculum Components
I. Issues that relate to the lives of students, their families and communities, and that emphasize themes of broader significance. 2. Actual processes and procedures by which STS knowledge is gained which ask "How do we know?" and "What can we really do? 3. Decision-making strategies and use of these strategies to reach decisions on real problems 4. The opportunity to gather information by reading and interviewing and to publicize it by writing reports

Instruction Components
1. Different strategies to give real understanding of the thinking and reasoning patterns of peers, adults, and experts. 2 Skills in testing validity of arguments and examples of seemingly sound scientific reasoning that lead to erroneous conclusions. 3. Motivation of students to explore emotions and values in relation to the data of specific events. 4. Good use of field trips, guest speakers, media information, films, and ( student projects, debates, role-playing, and simulations,

Evaluation Components
I. Non-traditional techniques to asses analytic and reasoning skills. 2. Techniques that promote further awareness and understanding of STS problems and solutions. 3. Evaluation instruments to identify weaknesses in student reasoning and -gaps in understanding in order to improve instruction and curriculum.

If STS suggests a context for school science, if it provides an appropriate entree to science, if it makes science more relevant for people, it is a term worth defining, using, and embracing. If we are serious about the importance of a science education for all, we need to find more appropriate ways of providing it. It is unlikely that requiring more science as it exists in K-12 courses and textbooks will result in a better understanding of either the content or the processes which characterize science. The mastery of major science concepts and an appreciation of the conceptual framework for a discipline may be important for a small number of high school graduates-perhaps only the two per cent who go to college and complete a science major. STS is a major idea in science education today.

Effective STS programs have many features in common, These include:

1. A focus on social problems and issues, Science cannot be separated froms the society that spawns it,

2. Practice with decision making strategies. Everyone must use information as evidence to reach decisions-decisions about daily living as well as decisions about the future of society

3. Concern for career awareness. We live in a technological, scientific society and the careers related to science and technology are central to it,

4. Local and community relevance. Science must be relevant to each community.

5. Technological applications of science. Such applications/technologies can lead to a consideration of pure science.

6. Focus on cooperative work on real problems. A focus on problem resolution rather than problem solution is a more realistic and desirable goal.

7. Emphasis upon multiple dimensions of science. For many students historical, philosophical, sociological dimensions of science may be more valuable than a content/discipline dimension.

8 Evaluation based on ability to get and use information. Evaluation should be a part of the scientific continuum and hence basic to any study of science.

science - technology - society
". . . the 'glue' that holds science together . . ."
". . .societal frameworks give meaning / relevance. . ."
Science-Technology-Society ?
which "S" is first ?
Society-Technology-Science ?

S-T-S Goals

• provide opportunities to compare & contrast S & T
• appreciate how S & T contribute to new knowledge & power
• present historical/current examples of profound changes S & T had on society; economic growth, and political process
• offer global view on the relationship of S & T to society, stressing the impact on developing nations and on the ecology of Spaceship Earth

CAUTION: s-t-s = stop teaching science ?

too-o-o-o much "emotion" ( limbic portion of brain ) and . . .
too-o-o-o little "cognition" ( neo-cortex of brain )
can lead to hysterical "non-science"