Chapter 17: Science, Technology, Society, and Socioscientific Issues: The Evolution of A Social Issues Approach to Teaching Science

During the 1950s and 1960s there was a revolution of sorts in the scientific and science education community (Edge, 1994). This is when, according to Edge, the concept of science, technology, and society (STS) emerged. It was a time when the United States was playing catch up to the Russians vis-à-vis the space race and more emphasis was being placed on preparing enough scientists to meet the needs of our evolving society. The idea of Big Science¹ had developed during post-World War II and there was a mounting concern in the scientific community regarding the rapid growth of science and the societal implications of this growth. Therein began a discussion and debate regarding how science should be “done,” the implications of the rapid growth of science, the need for more scientists, and how scientists should be educated (Edge, 1994). This post-Sputnik period in the U.S. saw an emphasis being placed on increasing the number of scientists being educated and the response to this apparent need by schools (K–12 and universities).