Abstract
In this paper we continue our search for a socially responsible science education by an examination of the trends in the Science, Technology and Society movement. These trends reflect differing ideological perspectives and result in courses which serve different ends. We identify two major flaws in the movement that inhibits the realization of a schooling in science dedicated to democracy. We propose skills necessary for citizens to participate in debate over issues surrounding the impact of science and technology on society and a teaching stategy to help develop them.
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Specializations: social responsibility and the curriculum, ideology and comparative science education.
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Cross, R.T., Price, R.F. Towards teaching science for social responsibility: An examination of flaws in science, technology and society. Research in Science Education 21, 47–54 (1991). https://doi.org/10.1007/BF02360456
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DOI: https://doi.org/10.1007/BF02360456