Instructor: Dr. Bruce Munson
Email: bmunson@d.umn.edu
Phone: 726-6324
Office: 234 Montague Hall
Mailing Address: 120 Montague Hall, UMD, Duluth, MN 55812
Course Description:
In this course we will explore the interactions among science, technology, and
society (STS) through an issues approach. We will investigate the history, nature,
and future of STS topics by applying seemingly diverse disciplines from science
and social studies. The ultimate goal is that we increase our knowledge base
and skills in teaching about science, technology, and society. Our assumption
is that if we can address STS in effective ways as teachers, our students will
become reflective, empowered participants who can collaborate to guide society
through future STS concerns.
The learner outcomes for this course are derived from NCATE (National Council
for the Accreditation of Teacher Education) standards for science and social
studies teacher licensure. 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 Learner Outcomes (aligned with state and national teaching
standards):
In this class you will:
1) explore historical and diverse cultural perspectives on examples of STS issues
[SS-H1,5; S-B3e];
2) describe how STS interactions have affected the physical world and human
societies – predicting and explaining costs (negative effects) and benefits
from science and technological advances [SS-H2; S-B2c];
3) explain how human values, attitudes, and beliefs interact with STS issues
[SS-H3];
4) identify and evaluate strategies for influencing policies dealing with STS
issues by predicting the factors that could influence a course of action and
designing a course of action [SS-H4,6; S-C1,2];
5) conduct an inquiry investigation on a STS-related problem using an appropriate
design and sources of data to arrive at results that can be used as a basis
for suggesting social policies to address the problem [S-A1a-c];
6) communicate the methods, procedures, results, and conclusions from an inquiry
investigation [S-A1d; S-B3a,b];
7) demonstrate skills in scientific reasoning and the use of logic while evaluating
and critiquing claims about STS topics [S-A1e,f];
8) create and explain a model of the interactions involved in a STS-issue, identifying
the unifying principles that span the disciplines involved and demonstrating
a modification or use of a system that would address the issue [S-B1a-c; S-B2e;
S-B3a,b]
9) describe and explain the goals and processes of science and technology and
how they have interacted, resulting in changes or advances in science, technology,
and society [S-B2a,b];
10) explain the contributions of individuals from different disciplines in leading
to the success of a scientific investigation [S-B2d];
* Note: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class or in the field are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials, testing, or field experiences will be made as required to provide for equitable participation.