• Journal of Science and Technology Studies
• /
• v.5 no.2 s.10
• /
• pp.1-21
• /
• 2005

It has been a point of dispute how to define the disciplinary identity of STS; science and technology studies or science, technology and society? Still, STS is now emerging as an autonomous research discipline with its own agendas and styles of reasoning from a mere collections of various meta disciplines such as philosophy of science, history of science and sociology of science. The paper discusses how philosophy of science in its cross-disciplineary mode can contribute to STS (understood as science and technology studies) research given these recent academic trends. We can start from the observation that there are two distinctive ways of doing cross-disciplinary research: inter-disciplinary and multi-disciplinary. Then it is shown with concrete examples how philosophy of science can productively participate in both ways of cross-disciplinary researches in STS.

• Journal of Science and Technology Studies
• /
• v.12 no.2
• /
• pp.185-204
• /
• 2012

This paper will analyze the development and management processes of the STS (Science and Technology Studies) course in the Division of Performative Humanities at College of Humanities, Hanyang University. The STS Course is one of the five integrated courses in Performative Humanities which are recommended for Humanities students as second major options. The Performative Humanities courses were established through support from the Ministry of Education, Science and Technology between 2005 and 2009. Then, these courses were integrated as the independent "Division of Performative Humanities", whose courses are being taught today. Among these courses, the STS course is a compositive course which is based on STS and links humanities, science and technology. The establishment of the STS course symbolizes a new integrative approach to interdisciplinary education both in terms of its contents and operation processes. This paper will discuss the roadmap of the STS course and how to manage its education system. The advantages and disadvantages of the course's development process and the result of its management procedures will also be analyzed. With the importance of integrated education being recognized, this paper will analyze how the interdisciplinary STS course is incorporated and operated as a major course in the University. This will enable readers to seek ideas for alternative integrated education models that can be applied in Korea's university system.

• Journal of The Korean Association For Science Education
• /
• v.11 no.2
• /
• pp.79-85
• /
• 1991

According to the rapid change of the modern society, science & technology influences the society significantly. Thus, Korean education, especially the science education must be reviewed in the terms of that, the purpose of this article is to introduce social, environmental context's science education-STS education. STS education is to arise the ability of the democratic decision-making & participating in a discussion. The areas of this are knowledge, process, creativity, attitude, application. Also there are social issues approach & the social studies of science approach in the STS education. The social issues approach is the predominant approach to STS education; the social studies of science approach is often found in the form of goals & objectives for STS education. In order to introduce STS education to Korean science education,this author suggests the following; 1. The relation between science & society in science education must be emphasized more. 2. The study and development of STS education appropriate for Korean society must be preceded. 3. The new course about STS and technical education in the level of college must be developed.

• Hwankyungkyoyuk
• /
• v.14 no.2
• /
• pp.116-132
• /
• 2001

The goal of the environmental education in High School is to make students survey and work out the issues on environment and to help them continue and improve the work. It is important that we should educate students the rational ability of decision-making. The more they can make decisions rationally, the more they participate actively in that. The purpose of this study is to develope the model of a new teaching-learning method coinciding with the goal of the environmental education of Social studies in High School. This study is backed up by the following developing processes. To begin with, the contents related to environmental problems in Social Studies Curriculum are being investigated. To urge the importance of STS(Science, Technology and Society), 1 will present the righteous understanding of Science in societal contexts, the development of rational decision-making abilities, and the cognitive connections between society and science. For this, 1'm representing a new model of learning-teaching method, backed up by Constructivism, especially Vygotsky's ZPD theory, giving 4 steps from everyday concepts to natural lingistic thought. Based on the above hypothesis, at last I will represent a STS whose topic is a problem of beach preservation because I intend to show the possibility of STS on the environmental education of Social Studies through this study. This study will help us lay a foundation stone of introducing STS in environmental education of Social Studies.

• Journal of Science and Technology Studies
• /
• v.17 no.2
• /
• pp.81-111
• /
• 2017

In this paper, I focus on the performativity thesis introduced and developed by Science and Technology Studies (STS) scholars such as Callon, MacKenzie, etc. since the mid 1990s. The performativity thesis was discussed in economic sociology by STS scholars has been pervaded to other research areas including general economics, accounting, finance and so on. The main idea of the thesis is that economic theories perform, shape, and format economy rather than just describe economy. I show that the thesis is based on the traditional STS ideas such as performativity derived from Merton's self-fulfilling prophecy and the actor-network theory. Although the thesis has been criticised by various researchers from both inside and outside STS, it has provided meaningful implications for understanding economic phenomenon from a viewpoint of STS. Furthermore, reflexive researches for performativity of STS theories can be discussed in the next stage.

• Journal of Engineering Education Research
• /
• v.17 no.2
• /
• pp.50-58
• /
• 2014

This study reviews recently developed perspectives within Science and Technology Studies (STS) and engineering education including engineering ethics and engineering design, focusing on defining why interdisciplinary collaboration between those two areas is required and how it can be realized. The disconnection between those areas is closely related to the chronic diseases that has brought the mono-disciplinary, segmented educational system of 20th century: fragmented perception of reality and gradual loss of academic influence. This study consists of two sections: the first section reviews new movements among STS, engineering ethics and engineering design; the second section analyses how their combination is developing and what significance it represents. Recently, some scholars attach more importance to scalable scholarship of STS, that is, strategic expansion of the range of STS. This kind of attempts is gradually producing satisfactory results as it is combined with innovative efforts arising from the field of engineering education. This study emphasizes that, when STS and engineering education are combined and interact more with each other, it will broaden our prospects about engineering and society; it will, particularly, contribute to enhance our engineering education.

• Journal of Science and Technology Studies
• /
• v.3 no.2 s.6
• /
• pp.105-139
• /
• 2003

• Journal of Engineering Education Research
• /
• v.15 no.1
• /
• pp.53-60
• /
• 2012

On the grounds of Diane Vaughan's pioneering study into the Challenger Disaster, STS(Science and Technology Studies) scholars have recently argued that most engineers seldom face an ethical situation, in which the boundary between the ethical and the unethical is absolutely clear, and for which a serious moral decision such as "whistle blowing" is urgently needed. They have instead suggested that engineering ethics needs to address engineers' everyday routine practices, which, if accumulated, may have some impact upon the overall performance of the technological system. However, such studies have not completely resolved the tension between STS that emphasizes contextual elements in which the everyday practice of engineers are done, on the one hand, and engineering ethics that stresses individual engineer's moral decision of an existential kind, on the other. By discussing various works on the Challenger Disaster and related issues over technological risks, this paper attempts to establish an interface between STS and engineering ethics, and proposes some practical implications for the effective education of engineering ethics to engineering students.

• Journal of Korean Elementary Science Education
• /
• v.18 no.1
• /
• pp.29-39
• /
• 1999

The purpose of this investigation was to examine and compare pre-service and in-service elementary school teachers' beliefs about Science-Technology-and Society (STS), particularly beliefs about the nature of science and technology, their interaction within society, and the epistemology of science. Large percentage of pre-service and in-service elementary school teachers were understood to perceive as follows : 1. they regarded the science as 〃Knowledge scheme aiming content'and technology as 'skill for solution of actual problems'. 2. they revealed themselves to perceive tat science/ technology influence our lives through new terms and ideas, that science/ technology is affected by governmental policies and that all the people concerned including scientist and technologist should participate in the course of decision making. 3. they perceived that scientist perform their studies by characteristic abilities and that the studies are affected by their religious viewpoint. Moreover, they were understood to perceive that scientific knowledge are constructed through social interaction. 4. they perceived that scientist discover and develop scientific laws by scientific methods such as verification and certification, and that those scientific laws could be changed later.

• Journal of Science and Technology Studies
• /
• v.2 no.1 s.3
• /
• pp.1-38
• /
• 2002

Recently KISTEP(Korea Institute of Science and Technology Evaluation and Planning) held an open forum for examining 'the Manuscript of National Science and Technology Standard Taxonomic System'. I submitted my opinion letter to the forum because I thought that the matter of setting the standard taxonomic system for Science and Technology is so closely related to the research concern of STS that it needs checking from the viewpoint of STS. This paper primarily focuses on making a criticism of and constructing an alternative to the mamuscript, but it goes so far as to ground the matter upon the STS viewpoint. I propose that we interpret an open forum related to science and technology as an example case of the community of inquiry. Further I try, standing in the context of learning to form a model of doing STS interdisciplinary research. In the context of decision I point out the problem with the 'scale' principle involved in categrizing criteria of the taxonomic system and argue that the problem leads to omitting STS from National Science and Technology Standard Taxonomic System although STS takes up science and technology themselves as its research concern proper. In the context or teaming I seek to set up a typical case study or STS. One of the typical STS research tasks is trying to construct a positive alternative to as well as make a criticism of a given suggestion, for clearer alternatives will, in him, provoke sharper criticisms or safer acceptances. I hope that the model in this paper will exemplify such an alternating procedure of criticism and acceptance.