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The state of Rhode Island has recently embarked in a new state accountability system for public elementary and secondary education. An overview of the system is provided, coupled with an understanding of accountability systems as technologies of social control. The ramifications of such technologies are discussed along with the costs, benefits, uncertainties, and necessary tensions associated with such systems. The best accountability systems are those that exhibit reflective response to changing contexts and information associated with educational reform. The hardest part is to maintain an appropriate level of tension between state control and direction, and local autonomy and ownership. Rhode Island is attempting to realize this goal. (Contains 38 references.) (SLD)

This paper recounts the history of technology in the public schools from the early textbooks of the 19th century to the technology and society (STS) movement of the 1960s-70s. Technology and society have been a concern in education but moved into the mainstream in science education and technology education. To a lesser degree this influence is seen in social studies and language arts instruction. The paper outlines how the STS movement currently is advanced in science education, social studies, and technology education. The paper describes the move toward standards-based instruction and how technology components are seen in the standards movements. Current curriculum initiatives are discussed including National Science Foundation funded projects such as "Technology for All Americans" and "Discovering Science and Technology through History." The paper concludes with a discussion about the perennial challenges of educational reform and future implications. (EH)

The papers in this volume represent a sampling of the perspectives shared at the 1996 National Technological Literacy Conference. The papers are divided into two sections. Section 1, "STS [science, technology, and society]: Philosophical and Sociological Perspectives," includes: (1) "Relevant Science: STS-Oriented Science Courses for All Students" (Art Hobson); (2) "Ethical and Political Dimensions of Technological Citizenship" (Andrew D. Zimmerman); (3) "The Objectives of Technology Education: A Philosophical Perspective" (Ahmad Zargari; Charles Patrick; Charles Coddington); (4) "Science Literacy Standards as Ethical Theories" (Barbara J. Reeves; Daniel R. Dunlap); and (5) "Writing Racial and Gender Equity into Science Classrooms" (L. Blasi). Section 2, "STS Education in K-12 Schools and Teacher Preparation Programs," contains: (1) "Rockefeller University's Science Outreach" (Bonnie Kaiser); (2) "Women and the Sciences at the Fieldston School: A Vertical Approach" (Barbara S. Silber; Tama K. Seife); (3) "The Cat in the Hat Comes Back" (Bernice Hauser); (4) "Bioethics Forum" (Donald R. Daugs); (5) "Science Sleuths: A Group Approach to Using Multi-Media" (Donald R. Daugs); (6) "Hands-on Science Education in Rural Pennsylvania" (Peter C. Stine); (7) "Effective, Energized Education--STS at its Best" (Carol A. Wilson); (8) "The Development of Students' HOCS [higher-order cognitive skills]--The Key to Progress in STES [science-technology-environment-society] Education" (Uri Zoller); and (9) "The Learning Cycle: A Vehicle for Change in Teacher Education" (Jane A. Berndt). A complete conference program follows the papers section. (EH)

This collection of 20 papers represents the work of 24 authors with a variety of perspectives on the growth of the science, technology and society movement in the United States in the past 10 years. These essays are seen as a representative sample of the work of the movement. Divided into four sections, Section 1, "General Science, Technology and Society Studies," includes: (1) "The Policy Discourse of STS: STS as an Issue Area and Interaction Network" (Lars Fuglsang); (2) "Public Perception Issues: Agricultural and Environmental Biotechnology" (Charles Hagedorn; Susan Allender-Hagedorn); (3) "Controversies over Evolution and Creationism: Toward a Postmodern Historiography of Science" (Michael Seltzer); (4) "Mathematics: An Important Interface Language for STS" (Glenda R. Haynie; W. James Haynie); (5) "Women and Genes: Finding the Right Fit" (Deborah Blizzard); and (6) "Community or Commodity? Reconsidering the Environmental Movements in Taiwan" (Shih-Jung Hsu; John Byrne). Section 2, "Science, Technology and Society Collegiate Programs," contains: (1) "Teaching Information Self-sufficiency in the Academic Disciplines: A Three-tiered Approach" (Deborah S. Grealy; Lorraine Evans); (2) "Integrating Ethics into Undergraduate Research: The NSF Research Experience for Undergraduates Program" (R. Eugene Mellican); (3) "A Multimedia Approach to Computer Ethics" (Frances K. Bailie); (4) "Development of an Undergraduate Environmental Curriculum in Bangladesh" (Cub Kahn); (5) "What We Learn from Role Playing in an STS Activity" (Cheng-Hsia Wang); (6) "An STS Activity--Ozone Depletion" (Cheng-Hsia Wang); (7) "The Chinese Reforms and the Rationalization of Environmental Dispute Resolution" (Abigail R. Jahiel); and (8) Physics: Concepts and Connections" (Art Hobson). Section 3, "Science, Technology and Society in K-12 Education," includes: (1) "Available, Ready To Explore" (Bernice Hauser); (2) "High School Students' and Teachers' STS Outlook Profiles. Are There Gender Differences?" (Uri Zoller; David Ben-Chaim); and (3) "How a City Works: A Professional Development Institute for Teachers" (Debra Aczel and others). Section 4, "Technologies, Boundaries, and Realities: Dancing on the Borders of Human and Machine," contains: (1) "A Deconstructive Demi-dance" (Suzanne K. Damarin); (2) "Women Computer Scientists" (Linda Condron); (3) "The Paradox of Technology for Persons with Disabilities" (Jan Johnson); and (4) "Yellow Roses: The Case against the Name 'Virtual Reality'" (C. Allen Shaffer). (EH)

Twenty-six papers illustrate the wide reach of Science, Technology, and Society (STS) studies and education. A sampling of the first section on general STS studies includes: (1) "Technology, You, and the Law" (Kenneth S. Volk); (2) "The People From 'Away': Ending Racial and Economic Exploitation in the Siting of Toxic Wastes" (Glen J. Ernst); (3) "Constructing Space: The Shaping and Uses of the NASA-CIRSSE Two-arm Robotic Tested" (Jeffrey L. Newcomer); (4) "Irradiation of Food" (Martin L. Sage); (5) "Biotech or Biowreck? The Implications of 'Jurassic Park' and Genetic Engineering" (Sharon L. Chapin; Leslie D. Chapin); and (6) "Overcoming Computer Anxiety in Adult Learners" (Mick Lantis; Marilyn Sulewski). A sampling of the second section on energy themes includes: "Incorporating Environmental Externalities into Electricity Markets" (Steven E. Letendre); and "Equity Concerns in U.S. Nuclear Energy Politics" (In-Whan Jung; Young-Doo Wang). A sampling of the third and fourth sections that present articles on STS Collegiate Programs and STS in K-12 education include: (1) "Design Methodology in STS Programs" (Marc J. deVries); (2) "Science, Diversity, and Community: Revitalizing Introductory Science Curricula: An Overview" (Jacqueline Ross); (3) "Trends and Dilemmas in Science, Technology and Society Education within K-12 Schools in the United States" (Dennis W. Cheek); and (4) "Minds 2000+, Internet and Global Change" (James L. Barnes). (DK)

The following papers are included in these proceedings: "Weaving Technology and Human Affairs" (B. Hazeltine); "Positivist and Constructivist Understandings about Science and Their Implications for STS Teaching and Learning" (B. Reeves; C. Ney); "A Modular Conceptual Framework for Technology and Work" (D. Blandow); "A Time of Uncertainty: The Impact of the Open-ended Time Frame on Biomedical Ethics" (P. di Virgilo); "Frozen Rhetoric? Public Impact on the Ice-minus Field Trials" (S. Hagedorn); "Beyond the Right to Die: Reality Versus Abstract Issues" (R. Mellican); "Technology Adoption and Sub-Sahara African Agriculture: the Sustainable Development Option" (B. Durosomo); "Environmental Commodification and the Industrialization of Native American Lands" (J. Byrne, S. Hoffman; C. Martinez); "A Structural Approach to the Environmental Crisis: Energy, Environment, and Underdevelopment" (K. Ham; R. Wykoff); "After Eve: Various Women's Approaches to Religion, Values, and Science" (M. Hunt); "A Meditation on Fate and Destiny in a Technological Age" (B. Waters); "Developing Intellectual Processes through Technology Education" (S. Johnson); "Problem Solving in Science, Technology, and Society Education within a Middle-Level Science Curriculum" (W. Peruzzi; D. Cheek); "Robotics: STS Curriculum Strands Integrated with Language Arts and Social Studies for Middle/Secondary Students" (A. Stomfay-Stitz); "Science Fairs for Young Children?" (B. Hauser); "Ten Years Later: Have Opinions about the Environment Changed? A Survey of High School Students 1980 and 1990" (J. Barr);"Research, Innovation, and Project Work for Students and Teachers in Secondary Schools in Slovenia" (S. Zakrajsek); "Coupling Teacher Inservice and Student Science Training Programs" (J. Tashiro; D. Elbert-May; P. Rowland); "A National Comparative Analysis of Minority Pre-Service Teachers in Mathematics and Science" (J. Bazler; M. Gonzalez); "Looking at the Earth in New Ways" (M. Passow; D. Kitzmiller; M. Krohn); "Project 2061: A Working Model" (J. Bazler; M. Charles); "Science, Technology, and Political Choice: Part of the Undergraduate Curriculum" (M. Sage); "Identity and Commitment: Information, Rhetoric, and the Recruitment and Retention of Female Engineering Students" (J. Croissant); "Ethics in the Engineering Curriculum" (M. Alfano); "Using Concepts of Technology to Enhance a Writing Assignment" (J. Renzelman); and "Natural Resource Management for 'Autonomy': Lessons on 'Community' through Environmental Education Simulations" (J. Hamilton' G. Vahoviak). The conference program also is included. (DB)

The 52 papers presented reflect the diverse interests of the members of the National Association for Science, Technology and Society (NASTS). The first two papers deal with theoretical issues related to technological literacy (TL). Two papers discuss technology education at the elementary school level. Twelve papers cover various aspects of science-technology-society (STS) education at the middle and high school level, including project descriptions and ideas for addressing specific issues. Ten papers are on topics related to TL and STS at the college and university level. Some of these deal with TL as it relates to teacher education; others discuss the integration of technological issues into general education. The seven papers on general issues across educational levels take a broader perspective and examine the past and future of STS and TL programs. Technological literacy, writing, and the liberal arts is a clear area of interest, with seven papers focusing on this topic. Five papers deal with TL and minorities, four with TL and information services. The proceedings conclude with two papers on ethics, values, and technological literacy and one on the challenges facing STS education. (JB)

This document contains the text of 50 papers presented at a national conference that focused on the relationships among science, technology, and society (STS). Most of the papers presented featured one of five major thematic areas around which the National Association for Science, Technology and Society is organized: education and information; environment; health and biomedicine; moral, ethical, and philosophical perspectives; and technology, industry, and work. Several papers focused on the special theme of the conference: "Broadening Participation in Science, Technology and Medicine" (the STS community needs to encourage further participation by and seek out perspectives on women, minorities, and the international community in STS studies). The papers are divided into three main sections: broadening participation, the nature of STS and STS interactions, and education from kindergarten through post-secondary and beyond. A complete conference program also is included. (DB)

Forty-four papers by 65 authors from the proceedings of a conference concerning issues in the emerging field of science, technology, and society education are included in this document. The papers are organized into three groupings: philosophical and research issues, underrepresented minorities in science and technology, and education from kindergarten through post-secondary and beyond. These groupings reflect the five themes of these recent conferences: education and information; technology, industry, and work; environment; health and bio-medicine; and moral, ethical, and philosophical perspectives. (DB)