When the Certificate of Education Courses (CE) in HKIEd were developed in 1994, there was a general consensus among the science lecturers that the new science programme should include some modules with Science, Technology and Society (STS) elements. It was felt that our teachers trainees would acquire a better understanding of the advances of science and technology as well as their impacts on society through discussion of everyday life problems and social issues. Several modules with STS elements are developed for the Science Programme. Science for Everyday Life (I) and (II) are two such modules in the Primary CE Course. For Part I, emphasis is placed on the impact of science on the consumers. Selected topics include food, household products, our energy supply, materials and drugs. For Part II, the chosen theme is ‘healthy and better living’. Some of the topics covered are keeping fit, better environment, biotechnology and quality of life, sex and health. In the syllabus designed, opportunities are provided for laboratory work, project work, presentation, debate and group discussion. The students presently taking the modules are mainly science electives. A module of similar nature, ‘Science, Technology and Society’ is offered to all students in the Preparatory Year of the 3-year Primary and Secondary CE Courses. Presentation by lecturers as well as students covers a wide range of issues, such as biotechnology, food additives, pollution, information technology, etc. This is an optional module but is chosen by a majority of students. Module evaluation by means of questionnaires and interview has provided a useful feedback for further improvement of the teaching strategies and resources for implementation of the modules. Copyright © 1996 University of Hong Kong.
|Title of host publication||Science technology education: Bridging science and technology education: Innovations and experiences: Science & Technology Education Conference '96 proceedings|
|Editors||Kenneth S. VOLK|
|Place of Publication||Hong Kong|
|Publisher||The University of Hong Kong, The Hong Kong Institute of Education, Education Dept., Hong Kong and Hong Kong Association for Science and Mathematics Education|
|Publication status||Published - 1996|