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dc.contributor.authorLehr, Jane L.en
dc.date.accessioned2014-03-14T21:36:31Zen
dc.date.available2014-03-14T21:36:31Zen
dc.date.issued2002-01-24en
dc.identifier.otheretd-05212002-112353en
dc.identifier.urihttp://hdl.handle.net/10919/42767en
dc.description.abstractExplores the relationship between nontraditional science education practices, structured by campaigns such as Public Understanding of Science (PUS) and Scientific Literacy (SL), and the field of Science and Technology Studies (STS), using ethnographic work with the Choices and Challenges Project at Virginia Tech as a â point of entryâ (Smith 1987) for a broader discussion. It points to the difficulty of â doingâ theory and practice at the same time. While affirming that there is no easy solution to the hard work of situating local, nontraditional science education practices within a critical theoretical tradition such as STS, this project also provides recommendations for a new framework to conceptualize a more productive interaction between the practice of nontraditional science education and the theory of STS.

In a postscript, I conclude by urging all researchers within the field of STS to begin to recognize that maintaining the false split between our academic research, undergraduate teaching, university outreach, and community involvement is a failed project. As STS researchers, I believe it is, in fact, our obligation to our local and global communities to adopt an interventionist strategy and to use our work â without apology â for directly political ends. Challenging the technoscientific-political context in which we live always involves a level of real risk â but it is also our only opportunity to achieve real success. Our participation in this challenge is a responsibility to ourselves and to our communities that we must recognize and accept. This participation should not be shunned, but rather applauded.

en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartjlehr_sections_thesis.pdfen
dc.relation.haspartjlehr_titlepage_abstract.pdfen
dc.relation.haspartjlehr_TOC_preface.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectChoices and Challengesen
dc.subjectscientific literacyen
dc.subjectpublic understanding of scienceen
dc.subjectscience and technology studiesen
dc.subjectscience educationen
dc.title"Doing" Theory and Practice: Steps Toward a More Productive Relationship Between Science and Technology Studies and Nontraditional Science Education Practicesen
dc.typeThesisen
dc.contributor.departmentScience and Technology Studiesen
dc.description.degreeMaster of Scienceen
thesis.degree.nameMaster of Scienceen
thesis.degree.levelmastersen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineScience and Technology Studiesen
dc.contributor.committeechairMcCaughey, Marthaen
dc.contributor.committeememberBoler, Megan M.en
dc.contributor.committeememberHalfon, Saul E.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-05212002-112353/en
dc.date.sdate2002-05-21en
dc.date.rdate2003-05-29en
dc.date.adate2002-05-29en


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