STS Education and Scientific and Technological Literacy
A General Overview Through Different Cultural Contexts
Abstract
Under this general title, three edited books and one authored book dealing with STS education in science teaching are reviewed. Due to their characteristics, the three co-authored texts selected—two in English and one in Spanish—jointly provide the reader with a comprehensive overview of the influence of the STS movement in science education, addressing diverse cultural contexts such as those of English-speaking countries (United Kingdom, Canada, United States, and Australia) and the Iberian Peninsula (Spain and Portugal). The fourth book, written and reviewed in Portuguese, primarily offers an in-depth reflection on the role of STS themes within school science. Many conclusions can be drawn from their pages, but if one must be highlighted, it is that the future of science teaching must be linked to STS education, which should take on the central role demanded by our times in the renewal of science education.
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ACEVEDO, J.A.; VÁZQUEZ, A. (2003): “Las relaciones entre ciencia y tecnología en la enseñanza de las ciencias”, Revista Electrónica de Enseñanza de las Ciencias, 2(3), editorial. Disponible en: http://www.saum.uvigo.es/reec/.
MARTINS, I., [org.] (2000): “O Movimento CTS na Península Ibérica”, I Seminário Ibérico sobre Ciência-Tecnologia-Sociedade no ensino-aprendizagem das ciências experimentais, Aveiro, Portugal, Universidade de Aveiro, 6-8 Julho.
MARTINS, I., PAIXÃO, F.; VIEIRA, R., [org.] (2004): “Perspectivas Ciência-Tecnologia- Sociedade na Inovação da Educação em Ciência”, III Seminário Ibérico CTS no Ensino das Ciências, Aveiro, Portugal, Universidade de Aveiro, 28-30 Junho.
Revista Electrónica de Enseñanza de las Ciencias. Disponible en: http://www.saum.uvigo.es/reec/.
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