Skip to main content

Advertisement

SpringerLink
Log in

The science, technologies and society (STS) movement and the teaching of science

  • Open File
  • Science Teaching for Sustainable Development
  • Published:
Prospects Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Bibliography

  • American Association for the Advancement of Science. 1993.Project 2001: benchmarks for science literacy. New York, Oxford University Press, 1993.

    Google Scholar 

  • Aikenhead, G.S. 1992. L'approche STS et l'apprentissance des sciences: une perspective de recherche [The STS approach and science learning: a research perspective].Courrier du Cethes (Namur, Belgium), April, p. 3–40.

  • Aikenhead, G.S.; Ryan, A.; Desautels, J. 1989.Monitoring students' views on STS. (Paper presented to the annual meeting of the National Association of Research in Science Teaching. San Francisco, April 1989.)

  • Bensaude, B.; Stengers, I. 1993.Histoire de la chimie [The history of chemistry]. Paris, Éd. La Découverte. 360 p.

    Google Scholar 

  • Department of Education and Science and the Secretary of State for Wales. 1988.Science for ages 5 to 16. Cardiff, United Kingdom.

  • International Forum on Scientific and Technological Literacy For All (Project 2000+). 1993.Final report. Paris, UNESCO. 127 p.

    Google Scholar 

  • Fourez, G. 1985.Pour une éthique de l'enseignement des sciences [Towards an ethic for science teaching]. Brussels, Éd. Vie Ouvrière.

    Google Scholar 

  • — 1988a.La construction des sciences. Les logiques des inventions scientifiques [The construction of science: the logic of scientific inventions]. Brussels, Éd. De Boeck Université. 125 p.

    Google Scholar 

  • — 1988b. Ideologies and science teaching.Bulletin of sciences, technology and society (Oxford), vol. 8, p. 269–77.

    Google Scholar 

  • — 1989. Scientific literacy, societal choices, and ideologies.In: Champagne, A.B.; Lovitts, B.E.; Calinger, B.J., eds.Scientific literacy. Washington, DC, American Association for the Advancement of Science. (AAAS Year book 1989.)

    Google Scholar 

  • — 1992. Formation éthique et enseignement des sciences [Ethical training and science teaching].Ethica (Rimouski, Québec), vol. 5, no. 1, p. 45–65.

    Google Scholar 

  • — 1994.Alphabétisation scientifique et technique. Essai sur les finalités de l'enseignement des sciences [Scientific and technical literacy: an essay on the goals of science teaching]. Brussels, Éd. De Boeck Université.

    Google Scholar 

  • Fourez, G., et al. 1986.Construire une éthique de l'enseignement scientifique [To construct an ethos for science education]. Namur, Belgium, Presses universitaires de Namur.

    Google Scholar 

  • Giordan, A. 1989. Culture scientifique et technologique, régulation de la démocratie et vie quotidienne [Scientific and technological culture, regulating democracy and daily life].In:Enseigner les sciences en l'an 2000. Namur, Belgium, Presses universitaires. (Unités de recherches sciences et sociétés, Facultés universitaires de Namur, Symposium international.)

    Google Scholar 

  • Giordan, A.; Martinand, J.L.; Raichvarg, D. 1992. Enjeux et ressources de l'éducation scientifique [The stakes and resources of scientific education]. In:Actes des XIVémes journées internationales sur l'éducation scientifiques. Chamonix.

  • Holton, G. 1986.The advancement of science and its burdens. Cambridge, Cambridge University Press. 351 p.

    Google Scholar 

  • Larochelle, M.; Desautels, J. 1992.Autour de l'idée de science, itinéraires cognitifs d'étudiants [On the concept of science: students' cognitive jouneys]. Brussels, De Boeck Université. 314 p.

    Google Scholar 

  • Larochelle, M.; Bednarz, N. 1994. A propos du constructivisme et de l'éducation [On constructivism and education].Revue des sciences de l'éducation (Geneva), vol. XX, no. 1, p. 5–19.

    Google Scholar 

  • Latour, B. 1989.La science en action [Science in action]. Paris, Éd. La Découverte. 451 p.

    Google Scholar 

  • Layton, D. 1993.Technology's challenge to science education. Buckingham, Open University Press.

    Google Scholar 

  • Martinand, J.L. 1993. Histoire et didactique de la physique et de la chimie: quelles relation? [History and teaching of physics and chemistry: what is the link?].Didaskalia (Lisbon), no. 2, December, p. 89–100.

    Google Scholar 

  • Mathy, P., Fourez, G. 1991.Enseignement des sciences, éthique et société: pour des cours de sciences plus humanistes [The teaching of science, ethics and society: in favour of more humanist science courses]. Namur, Belgium, Département de sciences, philosophies et sociétés, Facultés universitaires de Namur.

    Google Scholar 

  • Le monde de l'éducation (Paris),o 178, January 1991.

  • Morgan, K. 1993.Teacher education and leadership for scientific and technological literacy. Paris, UNESCO, 20 p. (Forum Project 2000+, Conf. 016, Ref. 1.4.)

    Google Scholar 

  • Rutherford, F.J. 1990.Science for all Americans. New York, Oxford University Press.

    Google Scholar 

  • Stengers, I.; Ralet, O. 1991.Drogue, le défi hollandais [Drugs, the Dutch challenge]. Paris, Éd. laboratoires Delagrange. 117 p. (Collection: les empêcheurs de penser en rond.)

    Google Scholar 

  • —— 1993.L'invention des sciences modernes [The invention of modern science]. Paris, Éd. La Découverte. 209 p.

    Google Scholar 

  • Stengers, I., et al. 1987.D'une science à l'autre, des concepts nomades [From one science to another: wandering concepts]. Paris, Seuil. 387 p.

    Google Scholar 

  • Stoltman, J.P. 1993.L'alphabétisation scientifique et technologique pour le développement/Scientific and technological literacy for development. Paris, UNESCO. (Forum Project 2000+, Conf. 016, Ref. 1.2.)

    Google Scholar 

  • Von Glasersfeld, E. 1994 Pourquoi le constructivisme doit-il être radical? [Why does constructivism have to be radical?].Revue des sciences de l'éducation (Geneva), vol. XX, no 1, p. 21–27.

    Google Scholar 

  • Waks, L. 1986. STS, une nouvelle éthique de la formation scientifique et technologique aux États-Unis [STS, a new ethic for scientific and technological training in the United States].In: Fourez, G., ed.Construire une éthique de l'enseignement scientifique. Namur, Belgium, Presses universitaires de Namur.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. (Belgium)

    Gérard Fourez

Authors
  1. Gérard Fourez
    View author publications

    You can also search for this author in PubMed Google Scholar

Additional information

Ph.D. in theoretical physics from the University of Maryland (United States), graduate in philosophy from the Collège St Albert in Louvain and in mathematics from the Catholic University in Louvain. At present, he is a professor in the Department of Science, Philosophy and Society at the University of Namur. He has published several books, includingLa construction des sciences: introduction à la philosophie et à l'éthique des sciences (1988 and 1992), andAlphabétisation scientifique et technique: essai sur les finalités de l'enseignement scientifique (1994). His research interests are concerned with the relationship between ‘science and society’ and particularly between ‘science teaching and society’.

About this article

Cite this article

Fourez, G. The science, technologies and society (STS) movement and the teaching of science. Prospects 25, 27–40 (1995). https://doi.org/10.1007/BF02334282

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02334282

Search

Navigation