This science teacher development project at the University of Wisconsin - La Crosse will provide secondary teachers/leaders with training in using STS (Science, Technology and Society) topics to teach scientific relevance, to investigate technological problem solving and to address some of the major issues in modern society. Thirty-six junior high and senior high teachers will be enrolled in each of the 1989 and 1990 summer workshops. Teachers from the upper midwest (WI, MN, IA, IL) will be invited to attend the program. The intensive four-week workshops will review pertinent scientific concepts, study the technological applications of this science and discuss at length the related interaction with society. Major studies are planned in energy alternatives, the use and misuse of chemicals, and the environmental crises. Participants will review existing STS teaching materials and develop teaching techniques that have immediate applicability in their science curriculum. The formal workshop instruction will also emphasize laboratory activities which illustrate the STS topics and can be used, with minimal modification, in the science classroom. The instruction will be supplemented with seminars by established science/technology professionals and tours that have proven educational value. Special efforts will be made to integrate participant experiences into the project. During a nine month follow-up project all participants will work under the direction of the workshop staff to first implement the workshop materials in their existing science course(s), but later to integrate STS topics into the total science curriculum. A portion of the participants will also be encouraged to provide STS inservice programs for their and/or nearby school districts. Participants will make formal presentations of their implementation efforts at a two day follow-up meeting of the Wisconsin Society of Science Teachers and will be encouraged to become active in a regional STS network. This type of project is important to the Teacher Enhancement Program since it tests the hypothesis that when curricular materials addresses problems of immediate concern to the students they are more likely to develop an interest and master the concepts presented. The University, the School Districts and various industries will contribute an amount equal to 22% of the NSF award.
