Many scholars suggest that recent major science education initiatives apparently tied to intense economic competitiveness and growth have prioritized education about “products” (e.g., laws, theories, innovations) and skills (e.g., experimentation) of fields of science and technology. Such initiatives also, apparently, tend to avoid research findings from fields of humanities and social sciences that frequently link, more or less directly, fields of science and technology with many often-controversial harms for individuals, societies and environments. Cited as particularly problematic among humanity’s many challenges is devastation from climate change associated with humans’ uses of petroleum-fuelled technologies. Over about the last five decades, however, science education scholars have been conducting research that may help educate students about “science-in-context” (SinC) conceptions, perspectives, skills, etc., regarding controversial harms like those mentioned above. In this review article, we analyze summaries provided here by four prominent scholars in their respective SinC fields, that is, about: Science, Technology, Society and Environment relationships, Socially-Acute Questions and Socioscientific Issues. Based on extended experiences by the authors here with aspects of the three SinC fields, we suggest that despite some niche differences in ontological, epistemological and axiological positions of scholarship among them, their congruences perhaps offer hope to those wanting to provide students with more holistic and critical conceptions of associations of fields of science and technology with many of humanity’s numerous personal, social and environmental threats that students may, in turn, use to contribute to a more just and environmentally sound world.

中文翻译：

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SAQ，SSI和STSE教育：捍卫和扩展“上下文科学”

许多学者认为，最近的重大科学教育举措显然与激烈的经济竞争力和增长有关，因此优先考虑科学技术领域的“产品”（例如法律，理论，创新）和技能（例如实验）。显然，此类举措还倾向于避免来自人文和社会科学领域的研究结果，这些研究结果或多或少直接将科学和技术领域与对个人，社会和环境造成许多经常引起争议的伤害联系在一起。在人类面临的许多挑战中，特别引人关注的是与人类使用石油燃料技术相关的气候变化带来的破坏。但是，在过去的五十年中，科学教育学者一直在进行研究，可能有助于教育学生有关上述争议性危害的“上下文科学”（SinC）概念，观点，技能等。在这篇评论文章中，我们分析了四位杰出学者在各自SinC领域中提供的摘要，即：科学，技术，社会和环境的关系，社会-急性问题和Socioscientific问题。根据本文作者在三个SinC领域的丰富经验，我们建议，尽管它们在学术，本体论，认识论和价值论上的位置存在一些利基差异，但它们的一致性也许为那些希望为学生提供更全面，更全面的学习者提供了希望。科学技术领域与人类的众多个人，社会和环境威胁中的许多威胁相关联的批判性概念，而学生可以反过来利用它们为建立一个更加公正和对环境无害的世界做出贡献。