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Article
The Use of Self-Directed Learning to Promote Active Citizenship in Science, Technology, and Society Classes
Bulletin of Science, Technology and Society (2001)
  • Joshua M. Pearce, The Pennsylvania State University
Abstract
The purpose of this article is to outline the viability of a student-directed assignment within collegiate-level STS curricula for the improvement of the utilization of scientific knowledge and technology in society. The assignment, christened the Do Something! assignment, is a novel teaching tool that utilizes students’ individual interests to encourage in-depth learning across disciplines and capitalizes on their personal skills and talents to solve real-world problems. The Do Something! assignment has been utilized in two STS courses at The Pennsylvania State University (STS 100: The Ascent of Humanity and STS 200: Critical Issues in STS). The structure of this assignment allowed students to make small but concrete contributions toward a sustainable future by applying STS principles. Outcomes indicated that (a) students had an overwhelming positive attitude toward the assignment; (b) students developed an in-depth understanding of STS issues outside of their individual fields of study; (c) students perceived a high level of attainment, which resulted in personal fulfillment; and (d) this positive perception encouraged students to attempt similar socially beneficial actions outside of the classroom.
Publication Date
August, 2001
Publisher Statement
Preprint uploaded here in compliance with publisher policies. Publisher's version of record: http://bst.sagepub.com/content/21/4/312
Citation Information
Joshua M. Pearce. "The Use of Self-Directed Learning to Promote Active Citizenship in Science, Technology, and Society Classes" Bulletin of Science, Technology and Society Vol. 21 Iss. 4 (2001)
Available at: http://works.bepress.com/jmpearce/83/