Science/Technology/Society as Reform in Science Education: Heideggerian Reflections

SUNY Press
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Science/Technology/Society (S/T/S) is a reform effort to broaden science as a discipline in schools and colleges; to relate science to other facets of the curriculum; and to relate science specifically to technology and to the society that supports and produces new conceptualizations of both. S/T/S is also defined as the teaching and learning of science/technology in the context of human experience. It focuses on a method of teaching that recognizes the importance that experience in the real world has on the learning process. And it recognizes that real learning can occur only when the learner is engaged and able to construct her or his own meaning.

Science/Technology/Society as Reform in Science Education, is rich with examples of such teaching and learning. It includes impressive research evidence that illustrates that progress has been made and goals have been met. For teachers and administrators alike, this book provides and validates new visions for science education.
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About the author

Robert E. Yager is Professor of Science Education at the University of Iowa, Iowa City.

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Additional Information

SUNY Press
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Published on
Dec 31, 1996
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Best For
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Education / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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K–12 students taught using the new [Next Generation Science Standards]will be
arriving in college classrooms prepared in a different way from those in our
classrooms currently, it would behoove college teachers to be prepared to
alter their teaching methods ... or be perceived to be dinosaurs using the
older teaching methods.”

— From Exemplary College Science Teaching

If you’re looking for inspiration to alter your teaching methods to match
new standards and new times, this book is for you. As the first in the
Exemplary Science series to focus exclusively on college science teaching,
this book offers 16 examples of college teaching that builds on what students
learned in high school.

Understanding that college does not exist in a vacuum, the chapter authors
demonstrate how to adapt the methods and frameworks under which secondary
students have been working and make them their own for the college classroom,
adding new technologies when appropriate and letting the students take an
active role in their learning.

Among the innovative topics and techniques the essays in this book explore

• Lecture-free college science teaching

• Peer-led study groups as learning communities

• Jigsaw techniques that enhance learning

• Inquiry incorporated into large-group settings

• Interactive video conferences for assessing student attitudes and

The clichéd image of the professor droning on before a packed lecture hall
is a thing of the past. The essays in this book explain why—and offer the
promise of a better future.

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