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SO 022 643 Proceedings of the Annual Technology Literacy DOCUMENT RESUME ED 350 248 SO 022 643 AUTHOR Cheek, Dennis, Ed. TITLE Proceedings of the Annual Technology Literacy Conference. (7th, Alexandria, Virginia, February 6-9, 1992). INSTITUTION National Association for Science, Technology, and Society, University Park, PA. PUB DATE 92 NOTE 510p. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MF02/15C21 Plus Postage. DESCRIPTORS Curriculum Development; Elementary Secondary Education; Futures (of Society); Higher Education; Inservice Teacher Education; Preservice Teacher Education; *Science and Society; *Science Education; Scientific Literacy; Technical Education; Technological Advancement; *Technological Literacy ABSTRACT The following papers are included in these proceedings: "Weaving Technology and Human Affairs" (B. Hazeltine); "Positivist and Constructivist Understandingsabout Science and Their Implications for STS Teaching and Learning" (B. Reeves;C. Ney); "A Modular Conceptual Framework for Technology and Work" (D.Blandow); "A Time of Uncertainty: The Impact of the Open-endedTime Frame on Biomedical Ethics" (P. di Virgilo); "Frozen Rhetoric?Public Impact on the Ice-minus Field Trials" (S. Hagedorn); "Beyond the Rightto Die: Reality Versus Abstract Issues" (R. Meilican);"Technology Adoption and Sub-Sahara African Agriculture: the Sustainable Development Option" (B. Durosomo); "Environmental Commodificationand the Industrialization of Native American lands" (J.Byrne, S. Hoffman; C. Martinez); "A Structural Approach to theEnvironmental Crisis: Energy, Environment, and Underdevelopment" (K.Ham; R. Wykoff); "After Eve: Various Women'sApproaches to Religion, Values, and Science" (M. Hunt); "A Meditationon Fate and Destiny in a Technological Age" (B. Waters); "Developing IntellectualProcesses through Technology Education" (S. Johnson); "ProblemSolving in Science, Technology, and Society Education withina Middle-Level Science Curriculum" (W. Peruzzi; D. Cheek); "Robotics:STS Curriculum Strands Integrated with Language Arts and Social Studiesfor Middle/Secondary Students" (A. Stomfay-Stitz); "ScienceFairs for Young Children?" (B. Hauser); "Ten Years Later: Have Opinionsabout the Environment Changed? A Survey of High School Students1980 and 1990" (J. Barr); "Research, Innovation, and ProjectWork for Students and Teachers in Secondary Schools in Slovenia" (S. Zakrajsek); "Coupling Teacher Inservice and Student Science TrainingPrograms" (J. Tashiro; D. Elbert-May; P. Rowland); "A NationalComparative Analysis of Minority Pre-Service Teachers in Mathematics andScience" (J. Bazler; M. Gonzalez); "Looking at the Earth inNew Ways" (M. Passow; D. Kitzmiller; M. Krohn); "Project 2061: A Working Model" (J. Bazler; M. Charles); "Science, Technology, and PoliticalChoice: Part vi cnC uuuergrauuaLe LAIrriculumi' Ul.bagel;'Idencity and Commitment: Information, Rhetoric, and the Recruitment and Retentionof Female Engineering Students" (J. Croissant); "Ethics in theEngineering Curriculum" (M. Alfano); "Using Concepts of Technologyto Enhance a Writing Assignment" (J. Renzelman); and "NaturalResource Management for 'Autonomy': Lessonson 'Community' through Environmental Education Simulations" (J. Hamilton' G. Vahoviak). The conference program also is included. (DB) PROCEEDINGS OF THE SEVENTH ANNUAL TECHNOLOGICAL LITERACY CONFERENCE Alexandria, VA February 6-9, 1992 Edited by Dennis Cheek Organized by with a foreword by National Association for Science, Technology and Society (NAsTS) Robert E. Yager Co-sponsored by American Federation of Teachers Association for Women in Science Assembly on Science & Humanities International Technology Education Association National Council for the Social Studies National Education Association National Science Teachers Association U.S. DEPARTMENT OF EDUCATION Student Pugwash USA Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION Teachers Clearinghouse for Science & CENTER (ERIC/ Society Education, Inc. Y,...;This document has been reproducedas er eiyed from the person or organization Technology Education Division, originating it o Minor changes have been made to improve American Vocational Association reproduction quality Triangle Coalition Points of view or opinions stated in this docu- Epsilon Pi Tau ment do not necessarily represent official OE RI position or poky "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY kitsu), tbc TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." BEST COPY hri! ABLE Acknowledgements NASTS is indebted to Dennis Cheek who for the third year has edited this volume which represents the proceedings for the Technological Literacy Conference VII. His dedication to this task and his efficiency and scholarship is commendable.All NASTS members as well as other S'I'S enthusiasts gratefully acknowledge Dr. Cheek's significant contribution. NASTS members are appreciative of the 56 conference participants ,ho prepared a formal report of their presentations at the conference sessions and thereby make a significant contribution to the growing STS literature base. The conference included 141 sessions where a total of 346 members were involved in making the 1991 conference so successful. Although a record for all sessions and presenters is not included in these Proceedings, all who contributed to the conference deserve thanks and acknowledgement for their contributions and involvement. The 1991 conference was indeed rich for sharing STS ideas and materials! Robert E. Yager Program Chair for TLC VII NASTS President, 1992-93 The STS Movement - 1992 Science/Technology/Society (STS) began as a movement in the U.S. at the K-12 levels over ten years ago as Norris Harms used it as one of the focus areas for his NSF-supported Project Synthesis (1977). Certainly there has been STS enthusiasts in schools and colleges for over 50 years. However, it took Project Synthesis, a major effort to define the status of science education and needed new directions in the U.S., to initiate a national STS initiative. To be sure STS was identified as a movement in several European countries, especially in the U.K., some years earlier. The National Science Teachers Association (NSTA) identified STS as a new direction for school science in both its Position Statements for the 80s and again for the 90s. STS is also a special effort as a part of the National Council for the Social Studies. The American Chemical Society moved into STS with its Chem Cont project--the first major move to STS in the U.S. within a discipline format. Two major grants to Penn State University (under the direction of Rustum Roy, Even Pugh Professor of the Solid State) introduced STS as a national effort and a reform.It was this funding that made the annual Technological Literacy Conferences a reality--now seven consecutive years. One of the NSF grants was a Network Project which established contacts with state Departments of Education and helped identify and prepare STS leaders in all 50 states. Any reform effort like STS can not be realized instantly--if it is to be a real reform. Hence, it is not surprising that the full potential of the National Association for Science, Technology and Society (NASTS) and the Technological Literacy Conferences have not achieved all that was initially envisioned. Nonetheless, the grass roots effort is impressive and many accomplishments can be cited. Certainly the growing number of sessions and contributors to the annual STS conference is noteworthy. STS has many enthusiasts--and from a variety of sources (disciplines) and academic levels. STS is basic to science, the social sciences, the humanities, engineering--indeed--the total school and college curriculum. Many see STS as the connector for a fragmented educational system. Some see STS primarily from a curriculum perspective. To such persons STS is represented by instructional materials. Unfortunately if this is the only perspective, there is great danger that iii the same modes of instruction will be used to deal with new materials/topics. Others see STS to coincide with constructivist ideas of learning and hence with teacher behaviors (instructional strategies). As teachers change in terms of their goals, obviously the materials they use will change too. However, the materials are but a vehicle to accomplish new goals-- goals more related to human learning and a definition of what scientific/technological literacy entails. Most agree that there are societal problems and problems centering upon the education enterprise. STS is a movement that focuses upon current societal problems and education as a vehicle of society to prepare young people and adults to deal more effectively with the resolution of these problems. The STS movement is likely to succeed as educational reform if it is viewed in the broadest terms.As such it provides a context for teaching and learning that is missing in most classrooms, K-16. The most significant research affecting scientific /technological literacy is that now commonly called cognitive science which also coincides with the centuries old research/philosophy called constructivism. Research in these fields seems clear:Information amassed by academics can not be transmitted directly to learners via written and/or spoken word. All humans learn by constructing their own meaning. And, this is often contrary to the meaning most teachers try to transmit. STS is an effort to promote real learning -- learning that is consistent to the ideas and procedures held and practiced by academics in various disciplines. The context for S I'S
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