What are the subjects of STS-Really

Bibliographic Data

ID4254575
AuthorsWanda T May (Michigan State University, corresponding author)
Year1992
Volume31
Issue1
Pages73-83
Publication date1992-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405849209543527
OpenAlexW1964441688
LanguageEN
Citations received2
References cited25

Authors in the previous Theory Into Practice issue and this one raise questions and attempt to clarify the strengths and dilemmas of STSan interdisciplinary approach to the study of science-technology-society in public schools and universities. Have they answered these questions for us? Can they? Should they? However intuitively appealing and thoughtful these analyses of STS are, as educators we still are obligated to stew-individually and collaboratively-in the following questions in order to choose the best course(s) of action for ourselves in our particular educational settings: Other than science, technology, and social studies writ large, what are the subjects of study in STS? Why is STS being promoted, on what grounds, and by whom? What alternative views and arguments compete with this one and might be equally viable and persuasive? Who will benefit from STS study, and in what ways? How will we know that we/they benefit? What likely constraints should we acknowledge if we want to create, promote, and implement STS in this place where we work? And, what consequences can we anticipate if we pursue this course of action rather than another one? The above questions are endemic to the theoretical, argumentative features of curriculum and the practical dimensions of engaging in thoughtful deliberation, building a platform, and developing a defensible local curriculum

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