Abstract

A reanalysis of selected national and state-level STS implementation data is reported in this article. The results indicate that teacher education, suitable curriculum materials, and insufficient class time are major issues affecting STS implementation in the United States. Only three states have addressed 50% or more of the STS implementation criteria in their science curriculum frameworks as recommended by the National Science Education Standards. A closer look at one state (Florida) revealed that approximately half of the school districts had STS in science, nearly a third had it in social studies, and the majority of STS instruction occurred at the middle and secondary levels. Additionally, STS is often taught via environmental concerns, and as such, it may be skewed toward activist positions rather than analyzing all (positive and we negative) aspects of the impact of science and technology on society. Using the data as a base, implications are drawn for teacher education, the development of materials, and general policy concerns regarding STS.