Teachers' perspective: Developing and implementing an sts curriculum
Article first published online: 18 AUG 2006
Copyright © 1989 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 26, Issue 4, pages 351–369, April 1989
How to Cite
Mitchener, C. P. and Anderson, R. D. (1989), Teachers' perspective: Developing and implementing an sts curriculum. J. Res. Sci. Teach., 26: 351–369. doi: 10.1002/tea.3660260407
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 3 AUG 1988
- Harold Pratt, Science Coordinator of the Jefferson County Schools (Colorado)
This article explores science TEACHERS' perceptions of and consequent decisions about the development and implementation of a nontraditional science curriculum. It is a case-study analysis that examines the perceptions of 14 secondary teachers of a model science/technology/society (STS) curriculum designed to promote scientific literacy.
Although the TEACHERS' decisions varied on whether to accept, alter, or reject the STS curriculum, they shared similar concerns about the development and implementation of this multidisciplinary curriculum. There existed a common set of five factors that the teachers believed to be critical, and that strongly affected their daily teaching decisions.
This study offers insights into how science teachers perceive an STS curriculum, and the influence those perceptions have on their teaching decisions. It explores curricular issues from the frame of reference of teachers, the key factor in successfully implementing innovations.