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Technological literacy is an important outcome for a non-STEM student taking a required science course to function effectively in our technology driven economy. We have found that the development of technological literacy in a non-STEM science course benefited from our experience in teaching engineering technology courses and practical field training with students. Social technological issues such as the pros and cons of various energy sources and genetically modified food are crucial elements for choices in a democratic society. The understanding of current personal technological devices, such as cell phones, and the pivotal science-based technology for the expected next generation of products could fundamentally shift understanding of technology with a positive effect on the economy. Such emphases have been taught in the two introductory science courses, Principles of Astronomy and Space, and Principles of Physics. Examples in imaging, remote sensing and control, wireless communication, fusion, radioactive dating, and others have been used to convey technological literacy in three cognitive dimensions: (1) knowledge, (2) capabilities, and (3) critical thinking and decision-making, consistent with the recommendation of the National Academy of Engineering (NAE). The astronomy course, which includes discussion of NASA priorities and operations, has been found to fulfill the five technological literacy expectations recommended by International Technology Education Association (ITEA); in addition to the usual science literacy requirement. Junior high school science sessions have been conducted with the inclusion of technological literacy as well, and our preliminary findings suggest that technological literacy would promote interests of parents and provide encouragement for STEM majors in families.

Technological Literacy in Required Science Courses for Non-STEM Students in a Community College with Extension to Junior High School Environment