Teacher Background
The desire to understand and explain natural
phenomena as well as develop solutions to problems to
meet a need or fulfill a want is deeply rooted in human
nature and has developed along with society.
Technology often has a more direct effect on society as
it solves practical problems and serves human needs.
New problems and needs may then arise. Science
enlarges or challenges societal views of the world. A
scientific explanation of a phenomenon may lead to a
technological development that serves a societal need.
Conversely, a societal need or want may result in a
technological solution, which then leads to a scientific
explanation.
Assessing the impact of a scientific or technological
development involves asking questions: What alternate
ways are there to achieve the same ends, and how do
the alternatives compare to the plan being put forward?
Who benefits and who suffers? What are the financial
and social costs? Will these change over time and who
bears them? What are the risks associated with using
(or not using) the new technology? How serious are
they? Who is at risk?
As we negotiate our way within our environment, we
find an obvious interdependence of STSE, as science
and technology work together to solve societal
problems and issues. Scientific inquiry is driven by a
desire to understand the natural world, and
technological inventions result as society demonstrates
wants and needs that must be met. Technology, by its
nature, has a more direct effect on society than science
does because its purpose is to solve human problems,
help humans adapt, and fulfill human aspirations.
Technological solutions may create new problems.
Science, by its nature, answers questions and offers
explanations for natural phenomena that may or may
not directly influence humans (National Research
Council, NSES 192). By exploring scientific and
technological problems and issues, students will
develop a rich sense of the relationships linking STSE.
We are seeing the impact of science and technology on
our daily lives, in areas ranging from medical and
health-related issues to computer and technological
advancements. For this reason, science education can
no longer be confined to developing basic science
concepts and process skills. Students must experience
and understand science and technology within the
context of environmental quality and societal progress.
Teachers can use an STSE approach in providing
students with a foundation for making sound STSE
decisions that recognize the interrelationships between
scientific research, technological solutions, and the
complex social and environmental impacts (SYSTH
4.3).
An STSE approach to learning science enables students
to make connections between what they learn in science
classes and what they experience in everyday life.
Teachers make these STSE connections within their
classrooms in many ways, through explanations,
demonstrations, and lab activities. Researching and
discussing controversial issues help students think
critically, reason, argue logically, and develop opinions
supported by evidence. These conflict-resolution and
decision-making skills will enable students to become
responsible citizens contributing to the future
economic, social, and cultural life of Manitoba.
Students will examine the response of society to
technological change, as we adopt new technologies or
re-examine existing ones. Note that there is a natural
connection between SLO B1 and SLO B2.
