Science-technology-society is a current theme of recent attempts to refocus the teaching of science to nonscience high school students. This research in a suburban high school examined measures of attitude and of environmental understanding after a one-year science course focusing on societal issues. A significant increase in positive attitudes toward science and the course was shown by 309 students who took the course. 238 high school junior and senior nonscience majors showed increased environmental conceptual learning at 1 yr. and at 1 ½ yr. afterwards.
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