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This paper describes the application of brain-based and constructivist learning strategies for teaching a “Science, Technology, and Society (STS)” course. Four professors who teach a “Science, Technology, and Society” course at DeVry University have combined their interdisciplinary backgrounds in engineering, psychology, history, anthropology and sociology, to develop brain-based and constructivist learning/teaching approaches that promote critical, analytical, and expert thinking in students. This STS course introduces students to the influences of technologies on society and explores the relationships between societies and technologies. There are essentially four objectives to this course: (1) developing a strong understanding of local and global forces and issues which affect people and societies, (2) guiding local/global societies to appropriate use of technology, (3) alerting societies to technological risks and failures, and (4) developing informed and encompassing personal decision-making and leadership and providing ways to solve problems in a technological world. It is anticipated that that by using brain-based and constructivist teaching strategies, educators can further promote in students everywhere, the future reality and urgency of technological social leadership to appropriately and responsibly help to develop our global community.

Brain Based And Constructivist Strategies For Teaching A “Science, Technology, And Society (Sts)” Course