Science technology and society courses: tools for thinking about social issues

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Abstract
It is argued that the study of Science, Technology and Society (STS) has emerged as a discipline with a discernible history and development. Although this has been slightly different in different countries it now seems to confer upon STS the elements of a structure in its own right, as well as a rationale. This article attempts to clarify those aspects of science, of technology, and of social decision‐making, which are necessary for this kind of study to be both coherent and to fulfill the aspirations of the curriculum developers. These aspects are delineated clearly enough to be used as tools to evaluate either a course in STS, or the relative success of the students engaged in its study. In the final part of the paper these evaluative tools are used to reflect on the results of some 16‐17 year old British students who have completed an STS course. It is shown that their skills of social understanding and empathy are far greater than their knowledge about scientific explanation or about the social nature of technology.

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