ERIC ED393709: Proceedings of the National Technical Literacy Conference (8th, Arlington, Virginia, January 15-17, 1993).

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by  ERIC

DOCUMENT RESUME
SO 024 866
ED 393 709
Proceedings of the National Technical Literacy
TITLE
Conference (8th, Arlington, Virginia, January 15-17,
1993).
National Association for Science, Technology, and
INSTITUTION
Society, University Park, PA.
Jan 93
PUB DATE
492p.; Proceedings Foreword authored by James j.
NOTE
Murphy. For related materials, see ED 350 248, ED 339
671, ED 325 429, ED 315 326, and ED 308 099.
Conference Proceedings (021)
Collected Works
PUB TYPE
MF02/PC20 Plus Postage.
EDRS PRICE
*Bioethics; Classroom Environment; Curriculum
DESCRIPTORS
Development; Developing Nations; Educational
Research; Elementary Secondary Education;
Environmental Education; Ethics; Females; *Futures
(of Society); Higher Education; Public Policy;
*Science and Society; *Science Instruction;
Scientific and Technical Information; *Technological
Literacy
China; Technopoly
IDENTIFIERS
ABSTRACT
This document of conference proceedings is divided
into five sections. The first, STS (Science Technology and Society)
(1) "Scientific Discourse and Public
Studies, contains five papers:
(2) "An
Policy" (Jane C. Webb; George R. Webb; Charolette Webb);
Answer to Neil Postman's 'Technopoly'" (David K. Nations);
(3)
"Reflections on the Theory and Practice of Constructive Technology
(4) "Total Quality Management as An Ethics
Assessment" (Jesse Tatum);
Issue Mediated by Technology Transfer in Unsolicited Sociotechnical
Interventions" (Ely A. Dorsey) and (5) "'Silent Spring' The Myth of
Two Cultures" (Doris Z. Fleisher). The second part is on women in
(1) "Ordinary
science and technology, and also contains five papers:
and Extraordinary Women in Science" (Darlene S. Richardson; Connie J.
(2) "Women and Technology: Feminist Perspectives" (Linda
Sutton);
(3) "Why Constructivist Classroom Practice Can Increase
Condron);
Participation of Women and People of Color in Science" (Barbara J.
(4) "From Hostile Exclusion to Friendly
Reeves; Cheryl Ney);
Inclusion: Transforming the College Science Classroom" (Darlene S.
Richardson; Maureen McHugh); and (5) a preliminary report on the NSF
project discussed in the previous paper (Sue V. Rosser). The third
section, Bioethics, Health, and Medicine, contains two sections:
(1)
"Breast Implants and the Challenge of An Informed Public" (R. Eugene
and (2) "Bioethics Event-based Future Worksheet" (Richard
Mellican) ;
G. Dawson). The fourth section looks at STS in the Nonindustrialized
(1) "Sustainable Development: Some
World. The three articles are:
Interpretations, Implications, and Uses" (Subodh Wagle);
(2)
"Transcending Efficiency's Dilemma: A View from the Coadaptationist
Position" (Craig R. Duennen); and (3) "Urban Sustainability in an
Industrializing Country Context: The Case of China" (John Byrne;
Young-Doo Wang, Bo Shen; Congfang Wang, Ziuguo Li). The fifth and
final section is devoted to education. The part on K-12 contains 13
articles. The section on higher education contains 10 articles. The
part on research has four articles.
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Arlington, Virginia
January 15-17, 1993
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Edited by
Kim A. CHEEK
DENNIS W. CHEEK
and
with a foreword by
JAMES J. MURPHY
Co-sponsored by
Organized by
NATIONAL ASSOCIATION FOR
Accreditation Board for Engineering and Technology
SCIENCE, TECHNOLOGY AND SOCIETY
American Federation of Teachus
(NASTS)
Association for Women in Science
Assembly on Sciences & the Humanities
Epsilon Pi Tau
Humanities and Technology Association
International Technology Education Association
National Council for the Social Studies
National Science Teachers Association
Student Pugwash USA
Teachers Clearinghouse for Science & Society Education
Triangle Coalition for Science and Technology
BEST COPY AVAILABLE
Acknowledgements
The National Association for Science, Technology and Society
(NASTS) wishes to thank Dennis and Kim Cheek for editing
this proceedings volume and Lesa Clark for assisting with its
layout and production.
FOREWORD
When I was reading the abstracts and proposals and preparing the session
schedules for the Eighth National Technological Literacy Conference, one of my regrets
all of the presentations and discussions
was that it would not be possible for me to attend
that promised to be so interesting and provocative. Now, reading these Proceedings
mitigates that regret somewhat, for they give me a truly representative sample of the
meeting and allow me a glimpse of some of the ideas and arguments I missed because of
I hope
not being abie to solve my problem of only being at one place at any given time.
that you will be as delighted as I to see this collection that the editors have so ably
gathered and polished to convey an image, not only of what went on in Arlington in
January of 1993, but also of the range and depth of issues and projects that engage those
who are currently active in the pursuit of S1S explorations.
The number of papers having to do with STS in the classroom signifies not only
the deep involvement of NASTS members in teaching and learning, but also the current
stage of maturation of STS educational approaches. There are more courses, programs,
materials than ever before, but beyond that, now is an appropriate time to report on
pedagogy,
successes, progress, and problems. If you are more concerned with issues than
don't pass over the contents grouped under the educational headings. STS deals with
real issues, even in the academic curriculum.
One reputation of (and a frequent rap on) S'IS studies is that they are carried out
I do
by those critics who have an unrelievedly pessimistic view of modern technology.
not think this is a proper view of the field, nor is it borne out by the contents of these
Proceedings. STS scholars are indeed critics of technology, however, like theater critics
their legitimate role is a constructive one and will result most often in a cadenced
Even when a scholar's
judgement rather than a complete pan or an absolute rave.
assessment on the general directions of developing technologies, or the inequities in the
control of technological development is decidedly pessimistic, good STS thinkers (NASTS
members) are not so naive as to group all technology simple-mindedly into one
monolithic category. A good STS work may be presented as a strongly held conclusion,
far to one side of center on the issues in question. Judge it not as a polemic, but in
terms of the strength of the argument and its supporting evidence and in terms of how
well it provokes and promotes discussion. The issues themselves, and the development
of a capable, aware and engaged citizenry demand more involvement in discussions of
Look through this collection for
science, technology, and society interactions.
contributions which illuminate, diverge and convince. Do not look for pronouncements
which forestall debate.
It is the nature of the Technological Literacy Conference to promote discussion.
All accepted papers and sessions are structured to stimulate participant involvement. The
reader of the Proceedings misses the flavor of this interaction, which is, at ground level,
what NASTS is all about. Conversations continue in the meeting rooms and out into the
hallways after sessions. While there is considerable rediscovery and rehashing, there is
.1
also discovery and inspiration in plenty. The new insights triggered by discussions after
papers and conversations in the halls will emerge at the next conference just as some
ideas you are about to read had their origins in the exchanges among NASTS people at
the previous year's meeting. Perhaps you, who join us now as reader, will join us next
January as a conference participant. Please consider this an invitation.
James J. Murphy
President of NASTS, 1993-94
New Rochelle, NY
September, 1993
TABLE OF CONTENTS
Acknowledgements
Foreword by James J. Murphy, President of NASTS, 1993-94
STS STUDIES
Scientific discourse and public policy: The controversy over the experimental introduction
Jane C. Webb, George R. Webb,
into Virginia's York River of
Crassostrea gigas,
Charlotte Webb
2-14
An answer to Neil Postman's Technopoly, David K Nartonis
15-21
...
Reflections on the theory and practice of constructive technology assessment, Jesse Tatum
22-32
Total quality management as an ethics issue mediated by technology transfer in unsolicited
sociotechnical interventions, Ely A Dorsey
33-40
Silent Spring: The myth of two cultures, Doris Z. Fleisher
41-45
WOMEN IN SCIENCE AND TECHNOLOGY
Ordinary and extraordinary women in science, Darlene S. Richardson, Connie J. Sutton
47-59
Women and technology: Feminist perspectives, Linda Condron
60-65
Why constructivist classroom practice can increase participation of women and people of
color in science, Barbara J. Reeves, Cheryl Ney
66-79
From hostile exclusion to friendly inclusion: Transforming the college science classroom,
Darlene S. Richardson, Maureen C. McHugh
80-97
From hostile exclusion to friendly inclusion: Transforming the college science classroom.
A preliminary report on the NSF project for the University of South Carolina system,
Sue V. Rosser
98-104
BIOETHICS, HEALTH, AND MEDICINE
Breast implants and the challenge of an informed public, R. Eugene Mellican
106-115
Bioethics event.based future worksheet, Richard G. Dawson
116-122
STS IN THE NONINDUSTRIALIZED WORLD
Sustainable development: Some interpretations, implications, and uses, Subodh Wagle
124-137
Transcending efficiency's dilemma: A view from the coadaptationist position,
Craig R. Kuennen
138-147
Urban sustainability in an industrializing country context: The case of China,
John Byrne, Young-Doo Wang, Bo Shen, Chongfang Wang, Xiuguo Li
148-163
EDUCATION
K-12 Education
Status of science.technology-society education in the United States, David D. Kumar,
Donna F. Berlin
166.168
The Science Education for Public Understanding Program: What's new with SEPUP?,
Robert E. Horvat
169-172
Science and literature: Liking and loving them, Pamela Kramer
173-192
Artifacts and invention: Adapting a technology unit for a middle school teacher team,
John P. Sabatini
193-202
Utilizing teacher interests and backgrounds in developing integrative curriculum,
JiM Dorward, Steve Archibald
203-210
7
The workshop for the integration of mathematics and science within technology education,
Charles H. McLaughlin, Jr
211-223
STS: A cost effective classroom alternative to "Pull Out" special education programs,
Orly tvlunzing
224-226
The Chesapeake Bay: Environmental education for all ages, Patricia A. Cunniff,
Shirlee S. Cavaliere, Craig De Temple
227-235
A comprehensive school-wide solid waste program, David C. Tucker, Roberta Vollendorff,
Donald Shepherd, Ladd Shumway
236-243
Siting a Highway: An STS simulation, Dennis W. Cheek, William T. Peruzzi
244-246K
Young children and science: Materials matter!, Bernice Hauser
247-261
If you want to teach science, start with technology, William E. Dugger, Jr
262-273
Leadership: One on one, Janice Conover, Curt Jeffryes
274-283
The promise of K-12 university links through NSF science and technology centers,
Fiona M. Goodchild
284-288
Breaking geographic isolation: Rural teachers and students using e-mail, Thomas Ditty,
Stephen C. Fleagle, Joseph J. Jarosick, Elizabeth A. Milam, Peter A. Rubba,
James A. Rye, Randall L. Weisenmayer, Kathleen A. Yorks
289-294
Teacher enhancement workshops in technological literac b, and engineering concepts,
Thomas T. Liao
295-310
Narratives of technology transfer, Thomas W. Simon, A. Emerson Wiens
311-317
The Texas Academy of mathematics and science: An experiment in early admission,
Richard J. Sinclair, Richard W. Stream
318-320
,
STS in Colleges and Universities
The bioregional paradigm: Applications to STS education, Cub Kahn
322-327
328-338
An ecological literacy workshop, William D. Rifkin
An introductory course in science and technology: The freshman experience,
Peter Markow, Dorothy Mazaitis, Charles Morgan
339-352
Multimedia presentations to teach environmental science, Robert Novak
353-356
...
Using multimedia to teach computer literacy, Frances K Bailie, Catherine M. Ricardo
357-361
Use of the microcomputer (PSL) in the pilot of a curricular model in a science methods
course, Lorraine Mineo, Judith A. Bazler, Marvin Charles
362-372
Teaching the nature of science to students in the arts, James Foulds, Richard Keshen
373-379
. . .
Macroethics in an engineering program, Robert C. Hudspith
380-390
The culture of technology within a university studies program, Arthur J. Rosser
391-399
STS themes in a core curriculum science course, William A. Shergalis
400-404
Research in STS Education
Views of prospective teachers versus practicing teachers about science, technology and
society issues, Uri Zoller, David Ben-Chairn
406-421
A new scoring procedure for the Views-on-Scietv:e-Technology-Societv, Peter A. Rubba,
Cristir:e Schoneweg, William L. Harkness
422-429
l
The problem with problem solving, Frank M. Bosworth Ill, Ernest N. Savage
430-438
The JASON Project experience and attitudes toward science as an enterprise and career,
JUdith A. Bazler, Arnold R. Spokane, Charlotte Collier
439-443
Program for the Eighth National Technological Literacy Conference
444
STS STUDIES
4,
I 1)