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O'Brien, George E., Ed.The Pittsburgh Science Technology Society Project: AFinal Report.Pittsburgh Univ., Pa.Pennsylvania State Dept. of Education, Harrisburg.20 Jun 88H01-61139/33-685246p.; For a related document, see SE 050 431.Reports - Descriptive (141) -- Reports -Research /Technical (143)

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Economic Factors; *Economics Education; Graphs;Inservice Teacher Education; *Physics; *PilotProjects; Program Content; *Program Descriptions;*Science and Society; Science Instruction; SecondaryEducation; *Secondary School Science; SocialInfluences; Technological Literacy; Technology; UrbanPrograms

This final report on the inservice education ofsecondary science teachers for the teaching of science via ScienceTechnology Society (STS) materials lists the major objectives of theproject as: (1) write four instructional modules with a science,society and technology focus which address special concerns and needsof the underserved and underrepresented populations of Pittsburgh;(2) provide inservica training for 25 secondary science teachers inthe effective use of the new STS instruction modules; and (3)determine the impact of the STS project upon the teachers andstudents in the secondary schools of the pilot study. The topics forthe instructional modules included the auto and energy, selection ofconsumer projects, transportation and community, and the automobileand social issues. Issues discussed in this report which arose duringthe course of the study include major problems encountered, problemresolution alternatives, evaluation of the modules, dissemination ofmaterials, and budget summary. Included is an overview of the fourmodules including processes, activities, and instructionalobjectives. (MVL)

Reproductions supplied by EDRS are the best that can be made* from the original document.

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George E. O'Brien

TO THE EDUCATIONAL RESOURCESINFORMA 110N CENTER (ERIC)

U S DEPARTMENT OF EDUCATIONOffice of Educations, Research and Improvement

EDUCATIONAL R-SOURCES INFORMATIONCENTER IERIC)

X This document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made to imprOvereproductiOn quality

Points of view or opinions stated thiSdOCUTent do not necessarily represent officialOE RI position or policy

THE PITTSBURGH SCIENCE TECHNOLOGY SOCIETY PROJECT: A FINAL REPORT

Submitted To:

Commonwealth of Pennsylvania Department of Education, Title II

Office, Harrisburg, PA 17126

Submitted By

Pro ect. Director: Dr. George E. O'Brien, Department of Instruction

and Learning, University of Pittsburgh, Pittsburgh, PA 15260

Title of Grant Proposal: Inservice Education of Secondary Science Teachers forthe Teaching of Science via Science Technology Society (S-STS) Materials

Title II Grant Number H01-61139/33-6825

Date: June 20, 1988

2

THE PITTSBURGH SCIENCE TECHNOLOGY

SOCIETY PROJECT: A FINAL REPORT

TABLE OF CONTENTS

Page

PROJECT SUMMARY

- Introduction 1

- Project Synopsis and Status 2

Major Problems Encountered 3

Problem Resolution Alternatives 4

Evaluation 4

- Dissemination 5

Budget Summary 5

REFERENCES 6

APPENDICES

LIST OF APPENDICES

- Appendix A: The Pittsburgh STS Project InserviceWorkshop Participant Evaluation

- Appendix B: The Pittsburgh STS Modules Overview

Appendix C: The Pittsburgh STS Project Teacher Evaluation Form

Appendix D: General Science Students' Beliefs AboutScience-Technology-Society

- Appendix E: List of Individuals Who Have Received ThePittsburgh STS Project Instructional Modules

Appendix F: List of National, Regional, and State ConferencesWhere The Pittsburgh STS Project InstructionalModules Have Been Discussed and Distributes

Appendix G: Information Concerning Three IndependentEvaluations of The Pittsburgh STS ProjectInstructional Modules

Appendix H: The Pittsburgh STS Project Inservice WorkshopParticipants Information

1

O'Brien The Pittsburgh STS Project June 20, 1988

PROJECT SUMMARY

Introduction

All indications are that the recent increase of the number of ScienceTechnology Society (STS) courses across the nation as part of the instructionalprocess will continue. District supervisors and teachers, who are contemplatingthe implementation of a STS course, have excellent resources at their disposal inseveral major areas including:

1. philosophy, rationale, goals, and instuctional strategies for STScurriculum (Bybee, 1985);

2. historical and current status of STS in secondary schools (Piel, 1981);

3. description of STS exemplary programs (Penick and Meinhard-Pellens,1984);

4. recommended competencies for STS education in grades 7-12 (Rubba, 1986);

5. a model for a one-year course in STS including syllabus materials (Bellet al., 1986); and,

6. a state developed syllabus for STS in middle and junior high schools(The University of the State of Mel- York, )985).

In addition, numerous excellent curriculum materials have been catalogued andmade available through the expanding STS Network (yaks, 1985). The PittsburghSTS Project was helped immensely by many of these materials. Currently, thePittsburgh STS Project instruction modules are an influencial and important partof the STS Network.

Despite the proliferation of STS curriculum resources, district coordinatorsand teachers struggle with the implementation process. S-STS workshops andnational conferences have helped many educational leaders who have attended, butlittle has been published to help others struggling to organize their programs.During the past two years, the Pittsburgh STS Project has contributed greatly tothe national efforts to develop quality Science Technology Society educationprograms.

The following report, evolving from the cooperative efforts of thePittsburgh, Pennsylvania Public and Catholic Schools to develop instructionmodules for a ninth grade general science course, gives an updated status for theproject. The description of the process along with developed curriculummaterials should continue to help other school districts to organize STScurriculum development, teacher inservice and pilot testing projects.

4

O'Brien

2

The Pittsburgh STS Project June 20, 1988

Project Synopsis and Status

The Pittsburgh Science Technology Society Project has been supported by agrant from the Commalwealth of Pennsylvania Department of Education, Title IIOffice in Harrisburg, Pennsylvania. The major objectives of the project havebeen: (1) to write five instruction modules with a STS focus, which addressspecial concerns and needs of the underserved and inderrepresented populations ofPittsburgh; (2) to provide inservice training for twenty-five secondary scienceteachers in the effective use of the new STS instruction modules; and, (3) todetermine the impact of the STS project upon the teachers and students in thesecondary schools of the pilot study. The project has been implementedexceptionally well.

During the winter/spring, 1986, a curriculum writing team consisting of fiveexperienced science teachers and two University of Pittsburgh science educationfaculty members prepared STS instruction materials. Initial meetings werefocused on the presentation and discussion of the meaning and rationale for aScience Technology Society theme in the secondary curriculum. Selected criteriafor the inclusion of topics and teaching strategies were developed within thecontex of the discussions. Second, specific content areas and topics for moduleinclusion were proposed and critically analyzed. After selection of severaltopics and associated teaching methodologies, materials from national and locallydeveloped STS projects were gathered and systematically reviewed by the team.Review of materials and further discussions helped the team to decide upon thefollowing topics for the instruction modules:

1. The Auto and Energy;

2. Selection of Consumer Products;

3. Transportation and Community; and,

4. The Automobile and Social Issues.

Each team member subsequently contributed to the draft writings of theinstructional modules. Later, during the summer inservice workshop, introductoryactivities including some graphing exercises were developed and added as a fifthmodule to the pilot study package of instructional materials. (See Appendix B.)

Teachers valued the writing workshop experience immensely and thought thedialogue with fellow teachers and the working relationships that evolved to bevery rewarding. Evaluation of the STS writing sessions showed that the biggestconcern of the teachers was lack of sufficient time for the undertaking. Despitethe handicap, the Pittsburgh STS Project instruction modules have been evaluatedand critically acclaimed by three independent national organizations during 1987;The Pennsylvania State College Technological Literacy Second Annual ConferenceProgram, The Hawkhill STS Newsletter, and the Teachers Clearinghouse for Scienceand Society Education Newsletter. (See Appendix G.)

3


During June 19 27, 1986, twenty-five secondary science teachersparticipated in inservice workshops at the Pittsburgh Public Schools ScienceInstitute and the University of Pittsburgh. ST'S inservice instruction included:

1. an introduction to STS instructional objectives and materials;

2. an orientation to the science process skill development emphasized inthe STS approach;

3. teaching strategies for STS materials;

4. survey and field orientation to community resources; and,

5. testing, evaluating, and modifying module materials.

The participants of the workshop evaluated their experiences very highly inseveral categories including: value as a professional activity; increasedmotivation/enthusiasm for teaching the following term; and, attending theworkshop again if given the opportunity. Other items are summarized in AppendixA.

Since September, 1986, six teachers have engaged in pilot testing thePittsburgh STS Project modules. The teachers represent five schools, 4 publicand 1 Catholic school. The teachers have differed in the teachingstrategies/approaches used the amount of time spent on modules and when duringthe academic year, and how many modules/activities were completed. Threeteachers taught all of the instructional activities. The teachers completedevaluation forms for each lesson taught. (See Appendix C.) Although evaluationof the modules by these teachers has been mixed, overall, teachers showoptimistic and positive feelings toward the continual growth of the project andimprovement of the instruction modules. Teachers have modified and rewrittenactivities and lesson plans for subsequent instruction. During the winter of1987 the six pilot testing teachers, met several times to study and comparefindings. From these meetings improved and modified instruction materials haveevolved. Evaluation of the materials by students, too, has been mixed. However,when carefully questioned concerning many of the activities, their reviews havebeen favorable.

A long-range goal of the public schools is to incorporate many of thelessons into the new ninth grade general science Pittsburgh Syllabuz ExaminationProject (SEP) scheduled to be developed during the next three years. One of thegoals of this program will be to establish more refined and hard evidence tosupport an expanded use and development of more STS materials.

Major Problems Encountered

The district leadership selected infusion of STS materials into the ninthgrade general science program. The project has great potential to have apositive impact for the underserved and underrepresented student populations inthis grade level and program. However, there are some unique major problemsencountered in the ninth grade program.

6

4


Traditionally, teaching ninth grade science has not been either a highs.:atus or desirable position. Frequent changes in-and-out of this teachingposition are common. Very few teachers have a full teaching load consisting ofninth grade general science classes. Full -time ninth grade general scienceteachers are seldom senior tenured staff. The effect on the project was 14 of 25STS inserviced participants did not teach general science during the 1986-87academic year. Three teachers also transferred out of the district. Despite theproblems, inserviced teachers often found ways of incorporating the STS materialsin other science courses at different grade levels. Some other projectparticipants commented that the new general science curriculum and teaching ofMonitoring Achievement in Pittsburgh (MAP) objectives interfered with theirparticipation durirg the pilot tasting phase. This project has been fortunatethat the science teachers involved with the testing of materials have beenenergetic, highly capable and productive individuals who strongly believe in theideals and goals of the Pittsburgh STS Project.

Problem Resolution Alternatives

The approach of this project to the limitations inherent in the historicalnature of the ninth grade genera] science program and the novelty of STSinstruction to Pittsburgh teachers is to allow for transition to take placegradually. Pilot testing and lead teachers have identified themselves. A coreof STS enthusiasts has emerged and a more tightl! structured and comprehensivepilot testing phase is now possible as part of SEP and other projects.

Concurrently, district leadership are engaged in the process of trying to findways of stabilizing the ninth grade general science teacher placement dilenna.

Evaluation

Evaluation of the instruction modules has been comprehensive at severallevels. Initially, project writers selected many of the materials because thelessons similated those of exemplary projects elsewhere. Twenty-five teachersand several University faculty had input into the design of the modules. Sixteachers have diligently tried out the modules and have drafted modified versionsof many activities. On-site data through monitoring activities via interviews,observations, and surveys has provided impetus for creating an excellentinstructional package. Indeed, three independent national STS educationorganizations have evaluated the Project favorably. Since February, 1987, overthree hundred module packages have been distributed to teachers, administrators,university faculty, curriculum coordinators, media specialists, and other STSenthusiasts nationally and in a few cases internationally. (See Appendix E.)Thes.4 individuals have been asked to submit evaluations of the activitiesutilized. Helpful information from these correspondents is expected in upcomingmonths.

5


A series of group discussions to gather insights of general sciencestudents' beliefs about Science-Technology-Society has been initiated in twoPittsburgh schools. Questions and format were chosen to give informationrelevant to a research design for further pilot testing of the instructionmodules. (See Appendix P.) The results of the combined approaches to theevaluation of the pro'ect has led to the production of a well-studied, refinedproduct.

Dissemination

The immediate concern is further pilot testing of instructional modules inseveral schools in Pittsburgh and in the near future to hate the STS curriculumpackage a regular part of all ninth grade general science classes in thedistrict. However, the demand for the instuctional materials has been national.Pittsburgh STS Project instructional modules have been disseminated and discussedduring the past two years at three national, one regional, one state, and severallocal science education conferences. (See Appendix F.) Over three hundredmodule packages have been distributed nationally. Pittsburgh STS Projectteachers have been hiely visible during these conferences. The key tosuccessful implementation of the STS instructional package is Pittsburgh schools,will be continual inservice programming for teachers. A very important elementof this project has been the creation of leadership in the realm of STSinstruction within the district for future inservice projects. In summary, thePittsburgh STS Project has favorably impacted over twenty-five science teachersand their students in the Pittsburgh Public and Catholic Schools. In addition,

the modules created during the project have contributed to the state, regional,and national efforts of developing quality STS instructional materials.

Budget, Summary

The budget for the project has been cost effective. The STS curriculuxmaterials produced and the twenty-five secondary science teachers trained haveimpacted several thousands of students in the 1986-87 and 1987-88 school years.Furthermore, these teachers will serve many stueents in subsequent years. In

addition, nationally, the materials have been disseminated to over three hundredschool districts which serve thousands of students.

The total allocation of the original grant was $44,500. The projectdirector, working with the grants and contracts officer from the office ofresearch at the University of Pittsburgh, has strictly followed the guidelinesestablished in the original budget proposal and subsequent proposal forrebudgeted carryover funds. The previously submitted budget summaries, budgetbreakdown formats, and budget explanation documents give an accurate account anddescription of how the funds were expended.

O'Brien

6

The Pittsburgh STS Project June 20, 1988

REFERENCES

1) Bell, Paul E., Graham, Carolyn, Harknass, Jon, O'Brien, George E., et al;"A One Year Course in STS," S-STS Reporter, 2(4), pp. 7-21, September,1986.

2) Bybee, Rodger V., editor; Science Technology Society 1985 Yearbookof The National Science Teachers Association, 268 pages, NSTA,Washington, DC, 1986.

3) Penick, John E. and Meinhard-Pellens, Richard, editors;

Focus on Excellence Volume 4 Science/Technology/Society,104 pages, NSTA, Washington, DC, 1984.

4) Piel, E. Joseph; "Interaction of Science, Technology, and Societyin Secondary Schools," in Harms, Norris C. and Yager, Robert E.,editors, What Research Says to the Science Teacher,Volume 3, pp. 94-112, NSTA, Washington DC, 1981.

5) Rubba, Peter; "Recommended Competencies for STS Education in Grades 7-12,"Midlands Journal, 1986.

6) The University of the State of New York;

Science, Technology, Society Intermediate Instruction Module Block J,Albany, New York, 1985.

7) Waks, Leonard J.; "The Technology Literacy Conference: Expandingthe STS Network," S-STS Reporter, 1(3), pp. 1-3, November, 1985.

9

THE PITTSBURGH STS PROJECT INSERVICE WORKSHOP PARTICIPANT EVALUATION

Appendix A Pare 1

THE PITTSBURGH SCIENCE/TECHNOLOGY/SOCIETY PROJECTINSERVICE WORKSHOP JUNE 19-27, 1986

Participant Evaluation (selected questions)

1. Comment on the strengths of the STS instruction modules?

No. of Respondees Comment

8 hands an activities.

10 relevant to students, draws on their experiences.

6 materials exciting, involving, interesting.

3 easily integrated, modified to GS program.

1 interdisciplinary approach.

1 challenges all levels of ability.

1 stimulates thought; critical thinking.

2 simple equipment, easily located, practical.

1 use of different instructional methods.

2 learn application of science and math skills.

7 good overall programs, well organized, andobjectives stated.

2. Comment on aiy weaknesses of the 3TS instruction modules?


5 not enough modules for the whole year.

3 lack of computer access.

1 other science teachers would like this information.

1 may require skills some students don't have.

1 needs to be field tested,

1 society/technology component should be stronger.

1 more complete list of supplementary materials.

1 no pictures, little up-to-date technologicalinformation.

11

ppendix A E.Fe 2

3. Would you like to see A One-Year Curriculum in S/T/S be developed in

your school (district)? If so explain why: All teachers said ves!


8 relevant, motivating.

3 science curriculum needs improvement.

4 would like to develop more modules with teacherinput.

3 need for practica, hands-on experience, lessacademic.

1Diocese of Pittsburgh needs this input.

1 should be incorporated in primary grades.

2 should be a 1/2 year program because of the MAPfocus. The STS curriculum could be comprise othercontent areas.

4. What was the best part of the inservice program? Why?


14 group interaction.

14 idea exchange.

7 small groups.

4 professional direction of instructor.

2 module revision.

1 professional treatment of participants.

1 computer access.

1 hands-on experience.

1 non-threatening atmosphere.

1 stated objectives and knew what to do.

12

APPENDIX B

THE PITTSBURGH STS MODULES OVERVIEW

Appendix B Page 1

INTRODUCTION TO THE SCIENCE, TECHNOLOGY AND SOCIETY MODULES

PART I

ACTIVITIES

1. Yesterday -Today - Tomorrow

This extended activity is designed to help students understand

the interrelationship between science, technology and society. The

aim is to generate discussion between teacher, student and family

members about changes in society that have come about due to advances

in science and t.'..hnology. It is hoped the activity and modules to

follow will make science and learning relevant to the student, his

family and to develop a rapport between student and teacher.

PART II

STS MODULES ON GRAPHING

INSTRUCTIONAL OBJECTIVES

At the end of these lessons, each student should be able to:

1. Identify possible relationships between two variables.

2. Create a physical representation of collected data.

3. Devise a scale appropriate to the data in order to show direct

relationships,

4. Interpret prepared graphs.

5. (Optional suggested activity) Interpret graphing techniques

utilizing microcomputer data-graphs.

14

Appendix 8 Page 2

MODULE I

THE AUTO AND ENERGY

COMPETENCIES

A. Processes

I. Observing

2. Classifying4. Predicting5. Measuring6. Communicating8. Defining Operationally10. Experimenting12. Interpreting Data13. Formulating Models

ACTIVITIES

1. Naming the Energy Form2. Energy Conversion Ecx3. Heat Energy Converted to Mechanical Energy3A. Heat converted to Mechanical Energy (Modified Procedur4. Energy Conversions

a. Traditional Measurementb. Microcomputer Lab Interfacing Procedure

IOW



1. Demonstrate how stored chemical energy can be converted to heatenergy.

2. Describe. how heat energy can be converted into mechanical energy.

3. Demonstrate how a steam turbine changes heat energy into

mechanical energy.

4. Determine quantitatively an amount of heat energy and relate it

to a corresponding amount of mechanical energy.

5. Relate graphically the change in the volume of water used in theturbine apparatus to the amount of mechanical energy it produces.

6. Construct simple electrical circuits.

15

Appendix B Page 3

7. Infer through experimentation that chemical energy is convertedto electrical energy in a dry cell.

8. Demonstrate experimentally how electrical energy can be convertedto heat and light energy.

9. Construct a data table and graph the results.

10. Describe one form of energy being converted into another form.

11. Label an example of a conversion of one energy form to another.

*12. Construct a thermistor (microcomputer interface technique).

*13. Calibrate a thermistor.

*14. Collect and interpret data using a microcomputing/thermistor labLterfacing technique.

*Optional Objectives

SAMPLE TEST ITEMS

1. Energy can be changed from one form to another. Various kinds ofenergy are often made available by what type of changes?

a. mechanicalb. light

c. chemicald. sound

2. In the production of energy which one of the following willprod9ce a greater amount of energy?

a. chemicalb. light .

c. atomicd. sound

3. In the sfjel:e ab when we are using an alcohol burner to boilwater, Oat *.pe :f energy is used in the alcohol burner?

a. liclt c. soundb. chew:al d. mechanical

4. In the conversion of energy, before most energy can be used towork it is first must be changed into what type of energy?

a. lightb. mechalical

c. chemicald. sound

16

Appendix B Page 4

5. When heating water to a boiling temperature and to develop steamfor moving/spinning a pinwheel (turbine), what unit ofmeasurement is used to express the amount of heat during theactivity?

a. metersb, miles per hour

c. caloriesd. volts

6. In the pinwheel activity, what are the probably effects on yourpinwheel if the alcohol burner were replaced with a propanetorch?

a. the water would get heated much too fastb. the pinwheel would spin more rapidlyc. a greater amount of steam would be producedd. a, b, and c are correct

7. The progress of energy conversions in the pinwheel activity is

a. heat chemical 'heatb. heat chemical soundc. chemical ,heat mechanicald. mechanical heat chemical

8. Why in the Activity with the Pinwheel do the RPH's of thepinwheel increase as the volume of water in the test tube isincrease?

a. The water in the test tube does not get hot as rapidly.b. The steam in the test tube occupies less volume and strike

the pinwheel with greater pressure force.c. More water contained more mechanical energy.d. The pinwheel did not work because of the lack of energy.

17

Appendix B Page 5

MODULE II

Selecting Your Dream Car

COMPETENCIES

A. Processes

1. Obser-ving

2. Classifying3. Inferring5. Measuring6. Communicating8. Defining Operationally

9. Formulating Hypothesis12. Interpreting Data13. Formulating Models

ACTIVITIES

1. Getting There

2. Selecting a Dream Car

3. Hidden Costs and Cost Per Month

4. Hidden Persuasion



I. Label a diagram of an automobile (exterior and interior).

2. Choose options for the dream car.

3. Select her/his car.

4. Read a data table (finance charges).

5. Realize hidden costs that she/he will have to pay.

6. Get an indication of monthly costs and unexpected costs of , car.

7. Identify different metnods used in advertising.

8. Analyze advertisements in terms of valid information presented.

.11

18

Appendix B

SAMPLE TEST ITEMS

I. Which one of these items is not located on the dashboard of a

car?

a. odometer c. horn

b. brake light d. gas gauge

2. Of the following, which one is not part of the "pitch" in an

advertisement?

a. confidence-building c. getting attention

b. response-seeking d. presenting facts

3. Which one of the following words represents a fact?

Page 6

a. softer

b. 2 time heavier

c. 1 meter

d. smarter

4. Which one of these costs is not essential to owning an

automobile?

a. license fee c. insurance fee

b. parking fee d. inspection fee

5. In an accident with your car, which one of the following would be

least important person to notify?

a. police c. motor vehicle department

b. car dealer d. insurance agent

19

Appendix B Page 7

MODULE III

Transportation and Your Community

COMPETENCIES

A. Processes

1. Observing3. Inferring4. Predicting5. Measuring6. Communicating7. Using Space/Time Relations9. Formulating Hypotheses

10. Experimenting11. Recognizing Variables12. Interpreting Data13. Formulating Models

ACTIVITIES

1. Making Your Own Map

2. Using a Standard City Map of Pittsburgh

3. Transportation in Urban Environments

4. Getting There

5. Cars and Gas



1. Make a map depicting the route from her/his home to school.

2. Identify typical routes on a City of Pittsburgh Map.

3. Evaluate identified modes of transportation in terms of energyand environment.

4. Compare different types of transportation in terms of mileage andgas efficiency.

5. Interpret histograms.

6. Recognize the inverse, relationship between the mass of a car andthe distance traveled.

20

Appendix BPage 8

7. Recognize the direct relationship between mass of a car and fuelconsumption.

8. Recognize the direct relationship between fuel consumption anddistance travelled.

9. Recognize the direct relationship between force provided anddistance travelled.

10. Extrapolate and interpolate a graph.

21

Appendix B Page 9

MODULE IV

Auto Issues: The Speed Limit, Seat Belts and You

COMPETENCIES

A. Processes

I. Observing2. Classifying3. Inferring4. Predicting

5. Measuring6. Communicating7. Using Space/Time Relations9. Formulating Hypotheses

10. Experimenting

11. Recognizing Variables

12. Interpreting Data

ACTIVITIES

1. The Speed Limit

2. The National Speed Limit

3. Fuel Consumption and the Speed Limit

4. Do Seat Belts and Other Safety Devices Prevent Injury and Death?



I. Determine why various speed limits are posted in their

neighborhood.

2. Determine how effective speed limits really are.

3. Illustrate why the nation has established a national speed limit.

4. Gather and analyze data concerning speed limits and variables.

5. Construct and interpret a graph.

6. Identify the major factors affecting fuel consumption at

different speeds.

7. Evaluate positive and negative aspects of the 55 MPH speed limi...

8. Make decisions concerning the effectiveness of seat belts and

other safety devices in cars.

22

Appendix B

9. Analyze data concerning accidental deaths.

SAMPLE TESTS ITEMS

1. Choose the one best answer. Good reason(s) for seat belt useinclude:

a. decreases the chance of death in motor vehicle accidents.

b. deceases the possibility of serious injuries in motorvehicle accidents.

c. they must be used according to law in some states

d. all of the above are correct

2. Whiplash is most preventable by which of the following safetydevices?

a. seat belts c. heat restsb. air bags d. collapsible hood

3. In the 15-24 age group, which of the following accounts for thegreatest number of accidental deaths?

a. drowning c. motor vehicle accidentsb. falls d. poisoning

Page 10

. 23

APPENDIX C

THE PITTSBURGH STS PROJECT TEACHER EVALUATION FORM

24

Name

School

Grade Level

APPENDIX C

PITTSBURGH STS PROJECT

TEACHER EVALUATION FORM

Module: Intro A 1 2 3 4

(circ.le one)

Activity Title & Number

Please ANSWER EACH OF THE FOLLOWING QUESTIONS AT THE COMPLETION OF EACHACTIVITY. Please comment in more detail on separate pages of paper whereIi7.51gfate. Circle the most appropriate response.

1. OBJECTIVES

Were the stated objectives clear andaccurate? Excellent Good Poor

2. TEACHER BACKGROUND

Was the teacher background accurate? Excellent Good Poor

Was the information provided a sufficientbackground on the subject? Excellent Good Poor

3. MATERIALS

Was the materials list complete? Excellent Good Poor

Did you have enough of each materialrequired? Excellent Good Poor

*Please indicate any resources, books (teacher or student), equipment,etc. that your recommend for inclusion in future modules.

4. STUDENT ACTIVITY SHEETS

Were the Student Activity Sheets (SAS):

Relevant to the objectives? Excellent Good Poor

Clear and logical? Excellent Good Poor

*Which were the most successful activities?

5. EXTENDED ACTIVITIES

*Have newly acquired decision making skills lead to action on personalproblems? Involvement in community organizations? Involvement inlocal government issues? Other?

25

Appendix C Page 2

6. EVALUATION

What method of student evaluation did you use? (SAS sheet, separatetest, etc.?)

*How successful were the students?

7. PROCEDURE

Was the suggested procedure clear andcomplete? Excellent Good Poor

*Did you follow the suggested procedure? What modifications,,if any,did you make?

8. RATE THE FO' OWING: (circle one)

Student interest High Medium Low

Appropriateness of material High Medium Lowfor students

9. Do you recommend this activity for future use?

10. Other comments/recommendations:

-r: ..

Dr..Ceorge E. O'Brien

DEPARTMENT OF INSTkoCTION AND LEARN4H01 FORBES QUADRANGLEUNIVERSITY OF PITTSBURGH

PITTSBURGH, PA 15260 .

Teacher signature Date

Date when Activity was completed

26

APPENDIX D

GENERAL SCIENCE STUDENTS' BELIEFS

ABOUT SCIENCE-1ECHNOLOGY-SOCIETY

27

Appendix D Page 1

During 1086 and 1987, Cindy Brown, Graduate Assistant, University ofPittsburgh, conducted several discussions and interviews with ninth grade generalscience students participating in the Pittsburgh STS Project Pilot Study. The"open-ended" format discussions were designed to probe general science students'beliefs of Science-Technology-Society. How scientifically literate are thestudents? More specifically, what do they believe about the way scientists viewthe effects of scientific discovery? To whet extent do they believe scientistsare biased in their research work? These are concerns of the authors of "AMartian at Risk' and similar studies, parents, teachers, and other members of thecommunity. The queitions, asked to the students, were d ived from manyresources including:

1. Aikenhead, Glen S., Fleming, Reg V., and Alan G. Ryan.

"High-School Graduates' Beliefs About Science-Technology-Society. I. Methods andIssues in Monitoring Student Views". Science Education 71(2):145-161, 1987.

2. Cooley, V.V., and L. Klopfer.Test on Understanding Science: Form V. Educational Testing Service,Princeton, NJ, 1961.

3. Fraser, B.J. Test of Science-related Attitudes(TOSRA). The Australian Council for EducationalResearch Limited, Camberwell, Australia, 1981.

4. Korth, V.V. The Use of The Historyof Science To Promote StudentUnderstanding of the Social Aspects of Science.Unpublished Doctoral Dissertation, 1968.

5. Smalley, Lee. Technology Literacy Test Revised Edition.Menomonie, VI, Unpublished Test, 1986.

The discussions were often lively and informative. The diScussions werevideotaped and viewed by the teachers of the students. The interviews, althoughnot scientifically designed, were of value to the teachers in several ways.First, teachers have commented that they have a better understanding of theirstudents' beliefs of STS. Second, teachers have stated that the information hashelped them better prepare and teach STS-centered lessons. The activity hashelped the Project Director and district leadership to improve upon the designand hopefully implementation of a future STS research study focusing on theunderstanding of general science student beliefs about STS.

28

APPENDIX E

LIST OF INDIVIDUALS WHO HAVE RECEIVEL

THE PITTSBURGH STS PROJECT INSTRUCTIONAL MODULES

Appendix E Page 1

List of Teachers Administrators, University Faculty, Curriculum Coordinators,

Media Specialist, and Other STS Enthusiasts Who Have Requested and Received The

Pittsburgh STS Prolect, Modules

Name

Ralph StukerJuergenTon KlasterkaV. MillerBarbara TonerClara HasbrouckSonya HanksRobin Lee Harris-FreedmanPatricia KnopickR. Mark HerzogMaria OsbornMichelle McCarthyTom HandleJames B. SteeleRobert ScheibleKarl LarsonJohn A. Schech.gr

Mary FrischDavid LedesGregg AhlsenGlen AikenheadPeter BeckettVW. BowmanLynn A. BrantJim BrightRobert CashHerb CohenDennis CheekSteve CutcliffeBarrie EguelhofBill EvansKwesi FwurFrank FazioBob FordRobert GillySue HartTom HiteMichael HowardJoel HullAndrew HuntKevin MattingleyBernard JensenDavid KieferEdith LessorEugene NalenceJack NealBob fogueiraJoe PielRich RealmutoDianne Robinson

Location of Employment

Fort Madison, IA

North Hills, Pittsburgh, PAPleasanton, CAWinchester, NHBlountsville, TNColorado City, TXLemoyne, PADavenport, IABel Air, MDSacramento, CA

Lomita, CAMarkesan, WIFindley, OHPlymouth, VI

West Allis, WIJuneau, WINew Holstein, WIHartland, VIHuntington Station, NYSaskatoon, Saskatchewan, CanadaSurrey, B.C., CanadaHamptc..a, VA

Cedar Falls, IA

Harvard, MABen Salem, PATempe, AZAPO, NYBethlehem, PAUtrecht, NetherlandsPhoenixville, PAHampton, VANew Rochelle, NYPittsburgh, PANew York, NYGreenwich, CTAltoona, PALexington, KYPort Jefferson, NYHertford, EnglandVershire, VTCedar Falls, IA

Brooklyn, NYNewburgh, NYNewton Square, PALancaster, PALittle Silver, NJ

N. Coldwell, NJNew York, NYHampton, VA

New York NY

30

Appendix E Page 2

Name

Dorothy RosenthalJoe ScherrerLee Smalle:Cheryl Snycler

Robert StamperRon Tempest

. Eric WeilandVirginia WilsonDoris WithersUri ZollerWiLiam KielJoe DegnamCarolyn AdamsIndira NairGene WargoSr. Gloria ShufferPat GarrettEdward McCulloughB. BulmashDebora P. CarrollJean WarstlerRichard LordKent McLellanMargaret KrausPat BrockSr. Mary Dennis LentschTom McKeemanDave DornfeldDebbie DehaRaymond MartinLynn ParisiUmberto LofasoDiane WoodsRobert Weber

.d Mason

Dennis AndrewsGerard DickJesse ClarkKathy StonerMary SweeneyJuliet SimmsJeanne JoslinF. K. PritchardJanet LyonsBob VambaughSue LarsonMargie RossoSue StumpPeter RubbaTom Hinkle


Henrietta, NYFt. Washington, PAMenomonie, WIRiverdale, NYJenkintown, PAFt. Washington, PASchnecksville, PADurham, NCBrooklyn, NYHaifa Univ., Israel

Greensburg, PA

Morristown, NJElizabeth, PAPittsburgh, PABethel Park, PAO'Neill, NEBenton, ARBrookfield, OHChicago, IL

Superior, WIMassillon, OHPresque Isle, MEGering, NEGrand Coteau, LAClayton, MODubuque, IAAmbler, PAWinnetota, MNLoveland, COSudbury, MABoulder, COPalermo, ItalyLexington, KYTrenton, NJLawrenceville, NJ

Newtown Square, PABloomsburg, PALexington, KYLock Haven, PAWest Newton, PABronx, NYConcord, NHVernon, NJVernon, NJState College, PALatrobe, PAN. Huntington, PAMillersville, PAState College, PAUpper Darby, PA

31

Appendix E Page 3

fame Location of Employment

Darlene BerchinWilliam RitterAnthony GalitsisRandall StomJoe CaramanicaJanet BoyleSam McWilliamsPaul BergamascoNancy HaroldRonald HainArlene KolankiewiczTeresa KokoskiDawn WeissJohn MentzerMark StonerFrank RobertsNabeehah ShakirWilliam SincavageEdward PizziniBruce ParksBob CampbellHarry SmithPat SeybertTim CotmanAlbert SteffensSandy GillJim WhitfieldSara AndersonDavid PoppJoyce HatchJudy GeorgeJames EstoeinRoger AnsehminoAllan KoltiskaLarry MeghanDick GaumeFrank BradyCraig BergSue BeckerDoris WalterJill HoehleinSally MorganPaul MattinglyNancy BishopTrudi VolkArtie McGuffinRobert YagerCarole TaylorBill StonebargerRichard Smith

Manhiem, PAFt. Washington, PANew York, NYClarion, PAPen Argyl, PAAudubon, PAIrwin, PA

Harrison City, PAPittsburgh, PA

Evansville, PAPittsburgh, PA

Shippenville, PALancaster, PANewville, PARoslyn, PANewtown Square, PAPhiladelphia, PA

Swiftwater, PAIowa City, IA

Wilmington, VTWatertown, MAHarrison City, PANorth Hills, Pittsburgh, PARichmond, VAHartford, MI

Pittsburgh, PASaxton, PAAnnandale, VANew Paris, PANatrona Heights, PACulnerville, PAAltamantle, FLElizabeth, PAPenn Hills, Pittsburgh, PAPittsburgh, PACanton, OHCanton, OHIowa City, IANo. Canton, OHPittsburgh, PAChesapeake, VAFairmont, WVEnglish, INLondon, KYMurray, KYCovington, KYIowa City, IA

Owings Mills, MDMadison, WISpringfield, PA

32

Appendix E Page 4

lame

Mike GeilJohn BartleySusan BatsonCandace BilgerRichard BiondiJane BockJanice BrownEdward BurakDavid BuschMark GasparovilLinda JonesRobert KirkerHelen LovettMichael MeteneyBeth McCandlessRobert ParkerEllen PetersenMargie RossoJean RepepiWillard WebsterGerard WhiteLynn UrbanyRobert BairdJane KonradWalt RaczynskiDiane HillBart CasselDavid ChatlinClaire KatzSr. LeonidaKaren AmundsonZelma SelfGary StallJanet Tarini3Tom PalmerSr. Maureen DelaneyJean GrooverMaleta GuthrieRichard GoodspeedSteve KeaneSr. Marya CzechBette SpenceKeith GummAmiel HeppJoe BurmeisterMarianne DighoS.M. Rita MenartDavid EngelsonRex HassardJames Koper


Fairbanks, AKSpringfield, PANorth Hills, Pittsburgh, PAPittsburgh, PAJeannette, PABrownsv111e, PAArnold, PA

Aliquippa, PAElizabeth, PABelle Vernon, PAIndiana, PA

Pittsburgh, PAWexford, PA

Library, PAPittsburgh, PAMonroeville, PACrafton, PAGreensburg, PAMonongahela, PABeaver, PAPittsburgh, PAWexford, PAElizabeth, PAPittsburgh, PAAddison, ILFlorence, KYJacksonville, FLDetroit, MIBerlin, CTSt. Louis, MOFlorence, SDKiowa, OKZanesville, OH

Mansfield, OHRockford, IL

Newark, NYSeabrook, TXNarrows, VAGlenview, ILBethel, MEFremont, OHMesquite, TXTerry, MTAlgoma, WIOregon, WIWhippany, NJ

Storm Lake, IAMadison, WIPayson, UT

Bowling Green, KY.

33

Appendix E Page 5

Tame Location of Employment

John GradwellSr. Paulette KrickKay BeasleyLawrence VessDan ChisholmEvelyn DanielPatricia BarryTrudy MayMichael BiardiJia SecoskyWilliam DuttonKaren KermanWilliam MutnanskyHilda BachrachMargaret HerriottDan EdwardsBarbara JohusonJ. J. EnglishMalcolm WelchPamela KatzirBrad SchnitzlerClifford HeftieJoan ReiffTerry ThorsenCraig KuchelPaul HutzlerAllan RichterWilliam McKinleyJohn PaulsenLee Sulamerville

M. JolleyShirley HarrisonD. Joseph SeipS. Paulo GonzalezVan HughesSteve LopezMarianne StoneAnna ParrowJeanette HeathHarold KinyonJulian BrandouJohn GaullEdward HesslerJuanita MatthewsElinor Pulc'niArt BuggJoan ThompsonM. ,. GreenstreetK. RaabLynn Cunningham

Montreal, CanadaLeavenworth, KSNashville, TNGallitzin, PAAtco, NJBerrien Springs, MIRacine, WIExeter, NHLancaster, NYE. Bloomfield, NYBrick, NJLong Beach, CAKingston, MI

Wellesley, MAMount Royal, VATeec Nos Pos, AZChantilly, VASan Jose, CAMontreal, CanadaMiami, FLBig Lake, MNClay Center, NERio Hondo, TXSomerset, NJFlorence, MTWoonsocket, RISan Francisco, CAFort Towson, OKNew Ulm, MN

Ellicott City, MDRoy, UTKalispell, MTMelrose, MACincinnati, OHPittsburgh, PASanta Paula, CACuthbert, GAIndiana, PASarasota, FLManitowoc, VIEast Lansing, MIMinneapolis, MNSt. Paul, MNStratford, OKBigfork, MTAtascardero, CAManchester, MIManchester, NHTinton Falls, NJWinnemucca, NV

34

Appendix E Page 6

Bane

Dore May MeredithElaine ReesMartha VasiliadesSher RenkenJack FairbumDennis OlsonE. Stanley ChaceGeorge ScollinsLarry BartlettMike HerbertFred GellerysTerry TarrVoni RivasAnn PainIvan JanssenLynn NorbyTom ButtreyFrank PrchalMarty ShapiroFloyd LarsenLes ReynoldsK. A. ShawWilliam FlagB. BurtonElba Iris MarreroGuy ReussKaren LucciDan KnutsonLorretta DanielsLouis PolskinJ. S. WallaWilliam HeebinkJ. A. MornerRaymond BangsBob JohnsonKen Alber4enFred SeidenstickerRuby DiepholzHoward KrietzClaudia AndersonTerry BlakelyTerry LashleyClaude HansonSherrard HowenPaul SchmidtBrenda HedgesJudy MusgraveJonathan NettsHarold PikeDonald Steinberg


Rockford, ILVandalia, MOE. Syracuse, NYNaperville, ILDurham, CTDawson, MNBerrien Springs, MIWinthrop, MABushell, ILMays Landing, NJVautoma, VI

Allen Park, MIByron, WYIndiana, PA

Zeeland, XI:eardan, WAMinnetonka, MNHighland, ILPort Orange, FLHonolulu, HINashville, TNChicago, IL

Deer Isle, MEHuntsville, ALBronx, NYCoon Rapids, MNPrinceton Jct., NJGlenns Ferry, IDStockton, CAHonolulu, HINew Orleans, LAPort Washington, NYMilan, OHRoselle, NJBennington, KS

Scottsdale, AZKremlin, XTHemet, CAMeadville, PACairo, NYKnoxville, TNKnoxville, TNBoise, ID

Charlottesville, VAWarrensville Heights, OHBrooksville, KYBaldwin, KSTeaneck, NJStuttgart, W. GermanyPhiladelphia, PA

. APPENDIX F

LIST OF NATIONAL, REGIONAL, AND STATE CONFERENCES

WHERE THE PITTSBURGH STS PROJECT INSTRUCTIONAL

MODULES HAVE BEEN DISCUSSED AND DISTRIBUTED

Appendix F Page 1

Papers and Workshops Presented at National Conferences

1) O'Brien, George B., Establishing Secondary School STS InstructionModules: A Pittsburgh Perspective." Presented at the SchoolScience and Mathematics National Meeting, Lexington, KY, November. 1986.

2) Schwab, Steve, Sparve:o, John, Brown, Cindy, and O'Brien, George E.,"STS Exemplars: The Pittsburgh STS Project." Presented atthe Second National Science Technology Society Conference,Washington, D.C., February, 1987.

3) O'Brien, George E., "Secondary School Instruction Modules With AScience Technology and Society Focus--An Urban Plan." Presented atthe 35th Annual National Science Teachers Association National Meeting,Washington, D.C., March, 1987.

Papers and Workshops Presented at Regional and State Conferences

1) O'Brien, George B., "Establishing Secondary School Instruction Modules with aScience Technology and Society Focus -- An Urban Approach." Presentedat the Pennsylvania Science Teachers Association Annual Convention,King of Prussia, PA, November, 1986.

2) O'Brien, George E., "The Pittsburgh Science Technology SocietyProject: A Status Report." Presented at the 1987 NSTA Pittsburgh AreaConvention, Pittsburgh, PA, November, 1987.

3) Schwab, Steve and Sparvero, John. "Activities with a STSFocus." A workshop presented at the 1987 NSTA Pittsburgh AreaConvention, Pittsburgh, PA, November, 1987.

37

APPENDIX G

INFORMATION CONCERNING THREE INDEPENDENT

MS VALUATIONS OF THE PITTSBURGH

STS PROJECT INSTRUCTIONAL MODULES

Append ix 0BEST COPY AVAILABLE

ictge AND SOCIETY EDUCATION

It was Wednesday, 18

November 1981. Two of us wereslated to speak on a panel,faience and Society: Ethical

Issues and the Teaching of

Science at a meeting of theAssociation of Teachers in

Independent Schools (A111) in

New York City. A third was in

the audience. We talked a bitafterward, then arranged to

meet again to exchange ideas

on teaching "science andsociety.'' a field of mutualinterest. Little did werealize then that we wouldestablish a Clearinghouse offiles on "science and society"and send three issues of anewsletter and a supplement ona selected science and societytopic to the far corners of

the earth.

Yet that's exactly whatwe did. Nancy Van Vranken hadbeen teaching "Ecology andHuman Values" at St. Bernard'sSchool for three years. IrmaJarcho had taught "Science andSociety" at The 'New LincolnSchool for more than a dozenyears. And John Roeder's

interest in energy education,which dated from the first

long gasoline lines of1973-74, had given rise to"Energy for the Future," aphysical science coursefocused on energy, since 1978.We also knew RichardBrinkerhoff of the PhillipsExeter Academy and his avidityfor infusing societal topicsinto science courses. UnderIftk's guidance, we held a

of teachersand

Page 1

Vol. VI, Nl. 2Spring 198 7

Under the Sponsorship of theAssociation of Teachers inIndependent Schools

5 YEARS OLDLincoln School on 11 March1982. On that day theTeachers Clearinghouse forScience and society Educationwas born.

I

At the outset we feltthat we needed a newsletter tokelp our colleagues informedabout what we were doing.

(continued on page 12)

1 I

Vol. I. lb. 1May 1962

under the

Sponsorship of theAssociation ofTeachers in

Schools

FM SCIENCE AND SOCIETY EDUCATION indwwiftntft

NEW CLEARINGHOUSErnerr mtrawrog map

Rooster 1961 TheAssociation of Teachers inIndependent Schools spon-sored a penal an ethical is-sues in the teaching of sci-

ence. Curing the discussion

which followed the presen-tations. Ina Jarcho of IbisNed Lincoln School. NancyVan Vranken ct St. Bernard'sSchool. and John Roeder ofThe Calhoun School all real-ised that they hod developedand were needing edamcourses which studied the im-pact of science on society.

It occurred to these threeteachers that there eight beodor science ,enters of ATI3who had developed similar"science and society" curri-cula. 'Bey decided to pollother teachers and a meetingwas held at the New LincolnSchool an II Muth 1962. (Seestory elsewhere in this News-letter.)

lhe organisers concludedfrom this meeting that aclearinghouse should to es-tablarhed. one which would

channel information an sci-ence and society courses aswell as date cm availablespeakers. files. and othersources of information. Wedecided to call it the Tea-chers Clearinghouse for Sci-ence and Society Eduction.Ite current Newsletter isour first atterpt to sharewith you whet we hope toachieve and offer. We hopeit will enrich the aslantof your science courses.

spay= By IRnoancfr

sparrAL ISM= MI SCR=SCIENCE COME& ANEn3INO wrap,

by Richard Brinckerhoff

(Editor's Note: Ric herd

aruckerhoff of the Phil-lips Deter Acodmmy hostedthe !Meter Conference anSeconder/ School ScienceEducation in June 1900.ltat conference nom-mended an infusion ofsociety-related twiceinto science courses andthe establislinent of reg-

ional science and societyeduceticnal resource cen-ters.)

Today science teachersfind thereelmis in a sit-uation curiously similarto that in which I beganmunching angorayears alp. ono againI see rola distinctionbeing Node between thosestudents who plan to gofurther in science andthose for whom the intro-ductory course is alsoterminal. Once again Isee little ecncern for therelationship between sci-e nce and science-related

social problems of theday. Gum again I sensescant public regard forschool science teachers.In fact. as I listen tothe words of governmentI hear smell concern forscience education at all.

(continued an PIP 2)

rims? POITDC !CID ATNEM MCCUE

Whet do *Wary LaBremus, Deuce Tillcch.Nancy Van Vranken. JosephCiparik. John Roeder.Elizabeth Potter. barbersSilber. Lee tee Copeland.and Irmo Jarcho hove incomcm? Mayan attend-ed the first meeting ofthe Teachers Clearing-house for Science and Soc-iety Education at Ihe NewLincoln School on 11 Made.Hosted by Now Lincoln'sIrma Jarcho. the westingfeatured opening rmrarksby Richusl Srinckertoff.who had wade a specialvisit from the PhillipsDotes. Amory in Caster.NH. to prcnote the cause ofscience and society educa-

tion- (See Brinckerhoff'squest article *Unlace inthis newsletter.)

Its participants. rep-resenting the WestminsterSdmol (Simsbury. C71.Porker Collegiate Insti-tute. St. Bernard'sSchool. Pieldsten School.Calhoun School. ChapinSchool. and Nightingale-Aanfard School as wall asNow Lincoln. exchangedinformation about winceand society courses theyare presently teachingand science and societyeducation resource meter-ials. Copies of themearterials have also beenretained for Clearmxtmusefiles.

Appendix 0 .Page 2

- -REVIEWS OF SCIENCE AND SOCIETY

EDUCATIONAL RESOURCESHerold Pratt. ScienceCoordinator; B.J. Madan,Environmental Ed. Coordinator,?epics in Applied Science,

Jefferson County PublicSchools, Lakewood, CO 80228.397 pp.

A refreshing aspect of thiscourse is that from theOutset, it is all directed tothe student. An opening,mmesage sets the friendly toneel it explains why the subjectMetter is important to them,

why the authors chose thetopics they did, and why mostof the work will be conductedin groups -- as it is in thereal world.

The course is divided into

four major units Technology

and You Survival in OurEnvironment. Energy and/or

Earth; Land Use andEnvironmental Geology. Thefirst of these is an examin-ation of the impact of tech-

nology on daily lives and therole of the individual in

evaluating its benefits anddrawbacks. There is afascinating exercise in theuse of the abacus and

Comparing it with othermethods of calculation. Theunit concludes with a gamedesigned to demonstate theimportance of cooperation toresolve problems that newtechnologies can create.

Survival in Our EnvironmentCompares skills needed in thepest and those needed today.

It emphasizes small groupCooperation to handle various

Asergencies ranging fromnatural disasters to problemsinvolving our air and waterresources.

The section on energyemphasizes the complexity ofour energy problem and theMid for cooperation on all

there are to be anyBait an Mall

as the others begins with apersonal look at the topic andthen goes to the broader

implications. Tradeoffs areagain stressed. The culmina-tion of this section is adesigning of a personal

conservation program.

The last section, that onland use and environmentalgeology is the onlY one whichwould not be easily adaptedfor any area in the 'country.

It involves a family fieldtrip to a given site and howits geologic setting hasaffected generations ofresidents. There are,

however, portions which couldbe used in any area. Thedesign of "Habitat West" couldjust as easily be transferredto "Habitat East."

As I reviewed this course, Ikept thinking that I wouldlike to take it. Finally it

dawned on me that theattraction is that, though a

Junior High course, it

anticipates the involvement of

families. Many of theactivities are for all ages.

Its other attraction is thatmuch of it is intenselypersonal on one level but thenmoves into broader realms. Itleads the student to a feelingof involvement in the issuesand responsibility. Hurrah!

- Nancy S. van Vranken

THE PITTSBURGH SCIENCE -

TECHNOLOGY - SOCIETY PROGRAM

Complete, clear, andcomprehensive might be thethree words that first come tomind when examining thematerials included in thesemodules based on transporta-tion and automotive technol-

ogy. Each includes a list ofcompetencies required,

activities, and instructional

objectives. Each activity

includes student worksheets,resource sheets, lists ofquestions and the suggestedanswers. The latter may seemlike an obvious inclusion, butmany modules from othercurriculum designers leave it

up to the teacher to be wellversed in everything.

The set starts off with ashort introductory exercisedesigned to generate discus-sion among the students, theirfamilies, and the teacher onchanges in lifestyles causedby the evolution of technol-ogy. It is one of the the fewprograms that makes an effortto involve the families ofstudents. This exercise looks

at transportation, hones,

food, communiceion, healthenergy, recreat.on, occupa-tions, education, and clothingin the past and now.

Module I, "The Auto and

Energy," examines forms of

energy and energy conversions.

The experiments involve the

use of readily available andinexpensive materials. Thelast activity, however, is theconstruction and calibrationof a thermistor for the

collection and interpretationof data through lab interfac-ing. This assumes the pos-session of a #1203 Seraphimdiskette. This software andother programs that may beused to supplement the unitsare available for preview fromthe Pittsburgh Regional

Computer Center.

Module II, "Selecting YourDream Car," does not have the"umph" of the first. Thestudents begin by identifyingand describing the parts of acar. They then proceed toselect their dream car --

closely examining options andprices. A nice touch'is that

the retail price sheetadvocates "buy American." It

(continued on page 14) 4 0

Appendix G

41

REVIEWSWoRIEind from pace 13)is, however, interesting tonote that of 69 cars listed,

22 have foreign names. Theunit seems quite shallow -- atleast as it stands. Anenterprising teacher could gointo depth as to the parts ofthe car and the scientificprinciples behind the

functioning of those parts,but he would have to find the

information on his own. Onesection I question is a roleplaying scenario of a car

theft. Unless you are in ahotbed of potential carthieves, I would consider it

demoralizing.

Module III, "Transportationand Your Community," isexcellent. In it is a goodbalance of STS. It begins withan e :cise in local

(Pittsburgh) mapping. This is

followed by an evaluation ofvarious modes of - _nsnor-

tation in terms of energy,mileage, and gas efficiency.Newton's 2nd law of motion is

incorporated into a study ofdirect and inverse relation-ships of mass of a car,

distance traveled, ad fuelconsumption. One of the

principal projects is the

extrapolation and interpola-tion of a graph.

Module IV, "Auto Issues: TheSpeed Limit, Seat Belts andYou," again falls short on thescience el of the equation.It is, however, partibularlytimely in light of the speedlimit revision. The unitincludes excellent data andstatistics regarding speedlimits and accident rates, butthere is nc mention of thephysical laws involved. Thesame is true of the section onseatbelts. An imaginativeteacher could do a great dealwith the material.

In spite of the unevennature of the modules, theproject is worth it. Thematerials that are included

are excellent and all

-14-rage 3

instructions and diagrams areexceptionally clear. Thetopics are addressed in arelevant manner and shouldappeal to almost any middle orhigh school student. Althoughthe project appears geared tothe 9th grade, I feel it couldbe easily adapted for use in

any grade from 7-10.

Information on obtaining thePittsburgh Science-Technology-Society Program may beobtained from George O'Brien,4C15 Forbes Quadrangle,University of Pittsburgh,Pittsburgh, PA 15260.

- Nancy S. Van Vranken

(Editor's Note: Readersdesiring instructions for

assembly of a thermistortemperature probe and its usein interfacing with an Applel(e or ][+ computer, developedat the 1985 Woodrow WilsonInstitute on High SchoolPhysics, should write me atThe Calhoun School, 433 WestEnd Avenue, New York, NY10024. Readers can alsocontact Project Seraphim atthe Department of Chemistry,Eastern Michigan University,Ypsilanti, MI 48197.)

Michael Caduto, "Pond andBrook," P.O. Box 1052,

Norwich, VT 05055,

(812)-699-1815.

On first reading, "Pond andBrook" was a paradox -- towhom is it aimed. Its style ischatty, at times whimsical,for the general reader; its

information is complete forthe naturalist, but incompletefor the teacher of science.

The ensue: becomes apparenton second reading. It isdesigned for all. Most authorsattempting to capture multipleaudiences fail. MichaelCaduto, however, succeeds. Thebook may be used on manylevels.

Appendix G Page 4

gividcalyTER

NowlINI Astodnto. Inc.

Mahon. I/bconin 33701Pose M Saxa S 1029

Bill Stonebarger, Editor

ree STS / One of the exemplary programs discussed and demonstrate

dules at the STS conference was developed in the Pittsburgh

Public Schools. Four modules are complete, all centere

around the automobile, and designed for a three monthsequence at 9th grade level. 1. The Auto and Energy.Selecting Your Dream Car. 3. Transportation and Your

Community. 4. Auto Issues: The Speed Limit, Seat Belts

and You. Woven into these four modules are lessons inphysics, chemistry, biology, sociology, civics, and

history! I especially liked the emphasis on history-

seeing contemporary problems with roots in the past, an

opportunities in the future. I talked with the authorand they tell me they would be willinc to send free copof these four modules (each one is 20 to 40 pages inlength) as long as their supply lasts to anyone

interested. If you end up using any of the modules wit

your own classes they would be eager to share experienc

and data with you. Write to: George O'Brien, Universit

of Pittsburgh, 4C15 ;?orbes Quadrangle, Pittsburgh, PA15260, and ask for the Pittsburgh STS Project Modules.

free STS you don't already get it, I suggest you write for yo

newsletters free subscription to the STS REPORTER, newsletter of th

group that sponsored the Technological Literacy

Conference. Write: SSTS, Science Through Science,

Technology, and Society, 128 Willard Building, Universi

Park, PA 16802.

I've made For an astronomy newsletter with spark and class try

Saturn a she, "News! From the Naval Observatory." Public affairs

because she's ., specialist Gail S. Cleere writes this monthly publicati

so flashy." liZ from the United States Naval Observatory in Washington,

brashly mixing science, poetry, history, folklore, and_ .L.---..hlw nasty rases,.

Appendix 0

'The nd Na I

Science,Technology,Sociely(STS) Conference

ec nolo WIite c

February 6-8,1981

Washington,DC

Final ProgramConference Theme:

nology and Imagination

40'

At

Page 5

A'TION AL ST

Saturday, February 7

Rodger Bybee, Staff Associate, B al Sciences Cur-riculum Study

Reactor. Audrey Brainard, Elementary Science Consultant,Holmdel, New Jersey

Session 111.2 Salon DSTS at Middle/Junior High School: Leaking DisciplinaryBoundaries

Panelists from several 6 grimes will discuss how STS cirri pro-vide an integrated exprnence across the muddle /junior high schoolcurriculum.

Kathleen Johnson, Chair

Thomas Liao, Professor of Technology and Society, StateUniversity of New York at Stony BrookJohn Maryanopolis, Coordina Or of Wied Program, Scotia-Glenville Central School, New York

Tanya Huber Emeigh, Teacher of English, HollidaysburgArea Schools, Pennsylvania

Mary Budd Rowe, Professor of Science Education, Univer-sity of Florida, and President Elect, NSTA.

Session M.3 SalonSTS in High School: ulum Materials Roundtable

plary STS °aria& oaterials will be displayed by teacherswho tad them. Participants ere invited to"walk through" to examine materials and engage in dialogueswith teacher developers.

Steven Schwab, Peabody High School, Pittsburgh PublicSchools; Cindy Brown, Project Evaluator/Cooedisiator, Uni-versity of Pittsburgh, Jon L. Harkness, Wausau HighSchool, Wausau, Wisconsin; Dennis W. Cheek, Depart-ment of Defense Dependent Schools, Bitburg,_West Ger-many; Jos, Solomon, Oxford University, SLSCON Project;Koos Kaden() and Harrie Eijkelhoff, PLON CurriculumProject, the Netherlands

Session 111.4 Salon ESTS and the Current Educational Research Agenda

Audrey Champagne, American Association for the Ad-vancement of Science, Chair

Senta Liken, National Academy of Sciences

Peter Rubba, Center for Education in STS, The Pennsyl-vania State University

12 43

APPENDIX H

THE PITTSBURGH STS PROJECT

INSERVICE WORKSHOP PARTICIPANTS INFORMATION

.

44

A pi)4irsaix H

Pittsburgh S-STS INSERVICE PROGRAMJune 19-27, 1986

Page I

Participant Information(Name, High School, Home Address, Home Telepb2ne Number)

Richard SloughTaylor Allderdice H.S.

9111 Marshall Rd.Evans City, PA 16033776-2272

My BruscaTaylor Allderdice H.S.7291 Beacon Hill DrivePittsburgh, PA 15221371-0892

Linda Diets BushTaylor Allderdice H.S.111 Lincoln Avenue

P911, PA 15218371-2231

Gail CampbellCreative S Performing Arts H.S.1337 Malvern Ave.Pgh, PA 15217682-0233

Mary Lou DickersonCarrick H.S.170 Sleepy Hollow Rd.Pgh, PA 15216:13-1967after Sept. 1:306 Allenberry CirclePgh, PA 15228

James DaughertyBrashear H.S.10 Wellington Rd.Pgh, PA 15221

Richard DuffyPeabody H.S.2841 McCully Rt!.

Allison Park, PA 15101

486-3913

Charles ShoesSchenley N.S.67 Hanover St.

PO, PA 15210381-2679

45

James FaustPerry B.S.5707 &deb DriveBethel Park, PA 15102833-6151

Edward FlynnTaylor Allderdice H.S.407 Bucknell St.

Pgh, PA 15208362-0312

David GrayOliver R.S.6350 Forward Ave. 44Pgh, PA 15217421-4671

Stan HaduChSrashear B.S.307 XambaCh St.Pgh, PA 15211381-4147

Thomas MillardWilkinaburg H.S.103 Crescent Hills Rd.Pgh, PA 15235793-7529

Sharon LaceOliver N.S.

1603 Arthur DriveVerona, PA 15147793-9356

James LearSt. Paul Cathedral H.S.125 Ellwood Ave.Pgh, PA 15235793-3059

JAMS MetzgerNorth Catholic H.S.3007 Irereton Ave.Pgh, PA 15219681-1863

Appenl 1:- u Page 2,

Myrna MurphyWilkinsburg H.S.

720 Southern Ave.Pgh, VA 15235241-1404

Rosemary NultonPeabody N. S.

1128 Berkshire Ave.Pgh, PA 15226563-2885

George OesterlingNorth Catholic H.S.

65 Umber St.Pgh, PA 15209

822-7016

Sister Camille PanichVincentian S. S.

8200 McKnight Rd.Pgh, PA 15237364-3000

John RosenbaumVinoentian H. S.box 267-A, RD 1Zelienople, PA 16063

774-7659

Jack SAWPeabody H.S.304 lst St.N. Huntingdon, PA 15642864 -2224

Edward ichwilmTaylor Allderdice H.S.339 Forest Ave.Pgh, PA 15202

761-7463

Steve SchwabPeabody K. Z.184 Black Oak Dr.liqh, PA 15220276-4522

Bob ShanafeltCarrick H. S.2946 Glen Mawr Ave.Pqh, PA 15204211-5479

Robert ShanerSouth Side Area, NookstownR.D. 01 Darlington Rd.Beaver, PA 15009

John SparveroWestinghouse H.S.1522 Grandin Ave.Pgh, PA 15216531-5690

Brother Bret ThomasNorth Catholic H.S.1400 Troy Hill RoadPgh, PA 15212321-7234

David Vause

Schenley H.S.550 Hamilton DrivePgh, PA 15235793-5014

Zoe 5. WorkmanLetsche H.S.138 Bradford Rd.Wexford, PA 15090935-4410

46

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DOCUMENT RESUME ED 305 240 AUTHOR O'Brien, … · the implementation of ... teacher inservice and pilot testing ... participants commented that the new general science curriculum