Abstract
Method and results of a survey of Science-Technology-Society (STS) implementation in the State of Florida are reported. The survey consisted of county social studies and science supervisors, covering the 67 counties in Florida. The broad survey categories are overall implementation (including teacher and supervisor training and funding), discipline and grade level implementation, reactions to STS education, and instructional materials in use. The results indicate a widespread awareness of STS education (65%) but much less implementation (29%). In most cases, neither training nor funding for STS education was provided. STS implementation by discipline was less common in social studies than in science, and more common in middle school than in other levels. According to the supervisors, teachers and students generally viewed STS education as positive. Fewer than a third of districts responding to the survey were using STS instructional materials. Implications for inservice and preservice education are discussed.
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