New concepts of science and medicine in science and technology studies and their relevance to science education.
Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society.
STM Center, Department of Medicine, National Cheng Kung University, Tainan, Taiwan.
Hsiu-Yun
HY
Wang
Joel F
JF
Stocker
Daiwie
D
Fu
D005202:Asia, Eastern; D049670:History, 17th Century; D049671:History, 18th Century; D049672:History, 19th Century; D049673:History, 20th Century; D006801:Humans; D012586:Science / Q000193:education* / Q000266:history; D012961:Sociology / Q000266:history; D013672:Technology / Q000193:education* / Q000266:history