Some Models of School Science in British Curriculum Projects,and their Implications for STS Teaching at the Secondary Level

Abstract

STS teaching is at present underdeveloped at the level of secondary education in Britain. This paper suggests that while integrated curricula undeniably present the best opportunity for future STS curriculum design, other possibilities exist which remain substantially unexploited. These possibilities can be ascertained from an analysis of models of secondary school science. Three models — `product', `inquiry' and `relevance' — are considered, and suggestions are made about how STS teaching can be developed in each.