This book defines STS--science, technology, and society--education and discusses current thinking about its conceptual evolution. It synthesizes a broad range of research and thought in the history and philosophy of science and technology, STS studies, and education as they are informed by the the dual perspectives of cognitive and social psychology. A model for STS curriculum development in science, social studies, or technology education is presented with well-chosen examples. The book includes an extensive and invaluable bibliography that will enable students, teachers, and researchers to explore the richness of this emerging field.