This interdisciplinary course seeks to understand the interrelationships between science, technology, society, and education and thus to enhance students' ability to make well-informed, creative, and ethical judgments about future scientific and technological society and to address STS in effective ways as teachers. Therefore, this course provides an opportunity to read, reflect upon, and discuss ideas drawn from the emerging field of Science and Technology Studies (STS) and models for teaching STS . Students study the social, cultural, and institutional context of science and technology using perspectives and methods derived from the social sciences and the humanities and practice how to guide through future STS concerns.

Resources

Web Sites
Digg
EASST Review
Technoscience
Loka institute
Robert M. Young Homepage
Brian Martin Homepage

Books (optional)

McGinn, Robert E. (1991). Science, Technology, and Society. Prentice Hall: Englewood Cliffs, New Jersey.

Easton, Thomas A. (2005). Taking Sides: Clashing Views in Science, Technology and Society

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Learner Outcomes

The learner outcomes for this course are derived from NCATE (National Council for the Accreditation of Teacher Education) standards, MBOT (Minnesota Board of Teaching ) standards for science and social studies teacher licensure,  INTASC (Interstate New Teacher Assessment and Support Consortium) Standards/MN Standards of Effective Practice, Five themes of the Learner-Sensitive Teacher model in the Department of Education at UMD. The course emphasizes the following broad standards:

1. A teacher of social studies understands the relationships among science, technology, and society.

2. A teacher of science must demonstrate science perspectives, including: understanding and conducting science inquiry.

3. A teacher of science must have the knowledge and ability to make conceptual connections within and across the domains of science and between science and technology. The teacher of science must understand: connections across the domains of science; connections between science and technology; and connections between science and other school subjects.

4. A teacher of science understands how knowledge of science and technology and knowledge of factors influencing personal and community health, population growth, natural resources, environmental quality, and natural and human-induced hazards influence decisions about personal and societal issues.

Course Outcomes:

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Disposition:

A Professional Teacher:

1. Is punctual and well prepared
2. Works in a productive, constructive and collaborative manner with:

• students
• cooperating teachers
• UMD faculty

     3. Understands and demonstrates interaction formats that are ethical and respectful of diversity

     4. Listens and communicates effectively, clearly and appropriately either verbally, in writing and demeanor with:                   

• students
• cooperating teachers and staff
• parents
• UMD faculty

      5. Is able to acknowledge, accept and implement constructive suggestions and criticism.

Instructional Strategies, Class Format, & Diversity:

Your learning will include: small and large group discussion and activities, lecture, cooperative learning, videos, homework assignments, simulations, role play, outside reading, personal reflection and a community service learning project. Class sessions will revolve around the themes of diverse classroom learning and teaching environments. Daily attention will be given to relating new information from readings, videos, and speakers to personal past experience and present experience in school settings.

Grading: Grading for each of the assignments for this class is done on an A-F basis. Students must receive a passing (C- or better) grade on ALL assignments in order to pass this course. Below is a list of the assignments and their percent of the final grade. Refer to the Schedule & Assignments for details and due dates.

*IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.

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1. Attend all class sessions. Any missed classes must be made up by providing: (a) a proof that shows your reasons why you are absent (only the reasons related to your family, health or university are acceptable), like doctor's statement or the related picture. Otherwise, you cannot have any chance to make up the class, assignment, and test; and (b)  a 5 page-long, double spaced paper about what you learned related to science education during your absence. If you miss more than 5 days you are required to repeat the course.
2. Don't be late. Three times of being late is equal to one time of being absent. You need to set your watch with the clock in the classroom. The person who is late in the class needs to report me that you were in the class after the class. Otherwise, you will be recorded as being absent.
3. Respect. When you respect others, you can get respect from others. When you don't respect others, you cannot get respect.
4. If you disagree with the points tally on any assignments/exams you need to email a short message to me within 2 (working) days of the time they are received. The message must state why the assigned points tally is incorrect. If the error is a calculation error you can contact me immediately after the class. If you disagree with the final course grade please contact me ASAP. Check your grade by the day designated by the instructor. After the day, your grade will not be changed.
5. All assignments are due on the date listed. Failure of disks, of printers to print, or any other technological problems will not be accepted as excuses for late work. Late assignments will not be accepted. In unusual or extenuating circumstances (such as illness with a doctor's note), you may be able to turn in an assignment late and still obtain credit for it. Unless the circumstances are quite extraordinary, you must receive advance permission from the instructor. Assignments should follow all directions and required specifications precisely.
6. Turn all of your assignments through email. From the moment when you start this course, there is no more printing-out. And you can enjoy using technology.
7. Prepare yourself thoroughly for class sessions by doing the necessary outside work and readings. For every class, you are required to read the lesson for the day on the web before the class.
8. Each student is expected to pay attention to the emails from me. I will often post important messages between class sessions.
9. My contract calls for me to spend my time not only in teaching activities (giving lectures, preparing for lectures, working with students, advising students, reading to keep current, grading assignments and exams, etc.) but also in conducting academic research and committee meetings. Please understand if I am not available for you every minute during the week – I must meet all of my teaching responsibilities as well as the obligations to my other constituents. Please find me during my office hours or schedule with me.
10. Email is the best way to reach me outside of class time and office hours. I make every attempt to check it often M-F and will answer you as soon as I can.
11. Participate fully in class activities and discussions
12. Work cooperatively and effectively with others in class and on group assignments.
13. Most of all…Have FUN & Fine PLEASURE!

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