Abstract
BSCS, which played a significant role in the curriculum reform movement of the 1960s in the United States, is the only organization from that time which continues to develop innovative science programs. BSCS has recently developed several programs which deal with the relationships of science and technology to society. Among them, "Basic Genetics: A Human Approach" and "Advances in Genetic Technology" are representatives. These programs focus on the development of problem solving and decision making skills. These are also important ones in Science-Technology-Society (STS) in the United States. So this study investigated the following two points: 1. teaching methods to develop problem solving and decision making skills in the above two genetics programs. 2. based on the results of this first investigation, the relationship between STS approach of these programs and STS approaches of the United States and England. As a result of these analyses, it was learned that BSCS genetics programs incorporated inquiry teaching method and analysis methods using a variety of points of view or values. And these porgrams also dealt with the relationship between the decision and public policy. However, there were four main points of difference among the approaches of BSCS, the united States (NSTA), and England: 1. Curricular apporach to teaching STS; integrated or separated curriculum of scientific contents and STS topics. 2. The use of a published program or of a program of the teacher's own making. 3. The order of teaching of scientific knowledge and social issues; science first, society first, or intermediate approach. 4. The use of a national issue or of a local issue.
