Teaching STS ways of thinking and knowing to undergraduates is challenging, especially when STS may seem outside the students' disciplinary focus. The STS courses I teach are often the 100- and 200- level required "social contexts" courses in an ABET-accredited applied science program, so my students are usually STEM students and they are taking my courses in their first year or two of college. Anything I can do to visualize concepts and engage students through activities and games is helpful. This essay shows some visualizations and cards that I have used in my classes.
This diagram illustrates the relationship between some basic concepts in the (traditional) philosophy of science.
This diagram illustrates the relationship between some basic concepts in the governance of science and technology.
This is one in a series of Philosophy of Science cards that I have used in discussion activities in class to help students engage with some philosophers of science and related concepts.
This is one in a series of Philosophy of Science cards that I have used in discussion activities in class to help students engage with some philosophers of science and related concepts.
Emily York. 1 September 2019, "Visualizing and Engaging With STS Concepts ", STS Infrastructures, Platform for Experimental Collaborative Ethnography, last modified 12 September 2019, accessed 3 December 2024. https://stsinfrastructures.org/content/visualizing-and-engaging-sts-concepts