| Abstract: | Many nonscientists hold incorrect views of science. These incorrect views of science are rooted in fundamental problems with science education in schools. These problems are discussed in the context of their causes, including a dysfunctional working definition of science. The Science/Technology/Society (STS) movement is described and illustrated as a potential means to correct these problems. Examples derived from statewide efforts in Iowa are used as evidence that STS initiatives are paradigms for curriculum and instructional reform. |
