Worlding Water Supply: Thinking Beyond the Network in Jakarta

This article draws on scholarship in Southern theory to ‘world’ the study of water’s urbanization. This means complicating scholarship by widening the focus beyond the application of Northern norms to engage with complex and diverse practices in Southern cities. For water’s urbanization, this means focusing on what water supply is for the majority: neither the centralized piped‐water network nor its absence, but the range of practices and technologies that unite people, nature and artefacts in a complex socio‐ecological politics of water. Drawing on scholarship from Southern urbanisms, urban political ecology, and science and technology studies, we illustrate how expanding water’s urbanization to include more than networked infrastructure in Jakarta draws attention to the importance of ecological connections between piped water, groundwater, wastewater and floodwater. Thinking beyond the network requires deeper engagement with the ecological connections between the diverse flows of water in and around urban environments. These produce distinct forms of fragmentation that are missed when analysis is limited to piped‐water supply. The emphasis on ecological connections between flows of water and power seeks to draw attention back to the importance of the uneven exposure to environmental hazards in cities in which neither water nor nature are wholly contained by infrastructure.     

Risk and safety in large-scale socio-technological (military) systems: a literature review

Contemporary military practice relies more and more on technology and its artefacts and seem to have become, thereby, large-scale socio-technological systems; systems in which the social and the technological are closely tied together. An important issue in these kinds of systems, especially military ones, is how to safely use this technology. This paper reviews the literature for research on risk and safety in large-scale socio-technological systems for their ability to account for the complex dynamics from which safety in these kinds of systems tends to emerge – or not. After this, it evaluates some current accounts of risk and safety in the military specifically, so as to assess the ‘status’ – or analytical strength – of accounts of risk and safety in this domain. More rigour is needed in evaluations of risk and safety of technology in the military so as to provide analyses with sufficient analytic strength. This rigour, it turns out, can often be found in the interdisciplinary STS (science, technology and society) literature that, until today however, does not often seem to address risk and safety of large-scale socio-technological systems directly, and which seems to pay even less attention to risk and safety in the military.     

Urban Laboratories: Experiments in Reworking Cities

The notion of the ‘urban laboratory’ is increasingly striking a chord with actors involved in urban change. Is this term simply a metaphor for urban development or does it suggest urbanization by substantially different means? To answer this question, we review the work of science and technology studies (STS) scholars who have empirically investigated laboratories and practices of experimentation over the past three decades to understand the significance of these spaces of experimentation in urban contexts. Based on this overview of laboratory studies, we argue that urban laboratories and experimentation involve three key achievements — situatedness, change‐orientation and contingency — that are useful for evaluating and critiquing those practices that claim to be urban laboratories. We conclude by considering some future directions of research on urban laboratories.     

浅谈生物学科的STS教育

科学、技术和社会三者之间关系萌教育就是STS教育，为了更好协调三者之间的关系，STS教育思想作为生物新课程改革中的新鲜血液，促进着新课程改革的进行。本文主要谈论了STS教育精神在生物学科中的体现和STS教育理念在生物教学中的实践。     

Learning to talk engineering design: Results from an interpretive study in a Grade 4/5 classroom

This study reports on students' engineering-related discourses before and after a unit which focused on children's development of tool-related and discursive practices in the domain of structural engineering. Video-and audiotaped small and large-group interviews, student-produced artifacts, and videotaped small and large group activities in a mixed Grade 4/5 class constituted the data sources. Comparison of students' engineering-related images and talk before and after the instructional unit revealed considerable differences. The study has implications for the design of learning environments in which developing language-inuse is fostered rather than parroting teacher-and textbook-framed definitions.     

家庭教育中引入STS教育初探——STS教育的一个有益拓展

在阐述STS及STS教育的基础上,依据科学技术的现代发展,按照当代家庭教育理论,深入剖析了STS教育在家庭教育中展开的依据。STS教育具有当代科学的思维方式,而家庭教育以人为本、情景体验、强调对话交流为核心的特征,为STS教育在中高级阶段的延伸提供基础。     

公众参与科技政策制定:一个STS的分析框架

"公众参与"作为一种新的民主形式,已经成为公共事务管理和决策中的基本制度。在STS的视域下,公众参与科技政策的制定过程将更加情景化和与境化。这主要表现在:"公众"的角色呈现出多样化;"参与"是"理解"科学的重要途径和基础;"科技政策的制定过程",为公众提供了接触"科学"的"空间"。在此基础上,提出了公众参与科技政策制定过程的一个分析框架,即"阶梯-行动者"模型。     

论STS课程模式在"两课"专题教学中的借鉴意义

STS课程模式是一种以科学教育为主,并将技术教育和社会教育有机整合在一起的课程模式,是一种综合课程的开发模式,通常采用专题课的教学方法.这对于高校"两课"专题教学有着十分重要的借鉴意义.当前高校已经在尝试"两课"专题教学方法,实践中的"两课"专题教学深受学生的欢迎.但是,专题课教师如何在课程开发中体现"两课"教学的基本原则,融知识性与思想性为一体存在着许多问题.本文在归纳STS课程模式六大特征的基础上,通过借鉴提出了强调动态过程、非线性课程结构、自组织性、综合理念等六个方面的对策,希望能够对高校"两课"专题教学提供有价值参考作用.