Applications of Science and Technology Studies
Effecting Change in Science Education
Bibliographic Data
| ID | 5187208 |
|---|---|
| Authors | Wolff-Michael Roth (0000-0001-9344-496X, Simon Fraser University), Michelle K Mcginn (0000-0003-4128-1737, Simon Fraser University), G Michael Bowen (0000-0002-3145-238X, Simon Fraser University) |
| Year | 1996 |
| Volume | 21 |
| Issue | 4 |
| Pages | 454-484 |
| Publication date | 1996-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Technology & Human Values (JOURNAL) |
| Journal identifiers | ISSN: 0162-2439 • E-ISSN: 1552-8251 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/016224399602100404 |
| OpenAlex | W1983692050 |
| Language | EN |
| Citations received | 7 |
| References cited | 52 |
Researchers in science and technology studies appear to be more concerned with descriptions and explanations of social phenomena than with the potential applications of their findings. Science and technology studies should strive to change society by contributing to the design of learning environments that form future generations of producers and consumers of scientific and technological knowledge. In this article, the authors (a) illustrate how they used research findings from science and technology studies to design alternative learning environments and (b) summarize their principal findings from six years of ethnographic research in these learning environments. They conclude by pointing out some of the caveats inherent in theirapproach and by suggesting areas in science education of interest to science and technology studies
Educational technology · Engineering ethics · Learning Sciences · Pedagogy · Science education · Science, technology, society and environment education · Social science education · Sociology · Computer Science · Educational Environments and Student Outcomes · Engineering · Innovative Teaching and Learning Methods · Science Education and Pedagogy
Transformações da aprendizagem na Sociedade da Informação, uma introdução
Transformações da aprendizagem na Sociedade da Informação, uma introdução
Epistemic Practices and Science Education
The effectiveness of an integrated STEM curriculum unit on middle school students' life science learning
Assessing learning about food safety using Personal Meaning Maps
School science and its controversies; or, whatever happened to scientific literacy
Kuhn in the Classroom, Lakatos in the Lab
Plans and Situated Actions
The Structuring of Pedagogic Discourse
Interaction Analysis
The Structure of Ill-Structured Solutions
Accommodation of a scientific conception
The practice of learning
Science Observed
The Social construction of technological systems
Laboratory Life
Fourth-Generation Evaluation
The Social Construction of Facts and Artefacts
The Reflexive Thesis
I.1 The Work of a Discovering Science Construed with Materials from the Optically Discovered Pulsar
Cognition, construction of knowledge, and teaching
Inventing the future
Women, Fire, and Dangerous Things
Mind and nature
Cognition in Practice
Situated Cognition and the Culture of Learning
Conceptualizing Knowledge Used in Innovation
Flexible Sketches and Inflexible Data Bases
Tacit Networks, Heterogeneous Engineers, and Embodied Technology
Image Dissection in Natural Scientific Inquiry
The integration of STS into science education
Changing metaphors and beliefs
The Manufacture of Knowledge
Situated Learning
| Citations per year | 0.26 |
|---|---|
| Citation span | 1999 - 2023 (25) |
| Highly cited | No |