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Abstract
An STS education that emerged as a result of the need, world‐wide, to present science as a human endeavour and to direct attention to the interactions of science, technology and society, has been adequately justified in the literature. For the developing world, the need for such an education is even more pressing considering the noticeable gaps, imbalances and conflicts that exist between science and technology and the traditional environment.
The contemporary shift in science curricula emphasis towards sts that began in the 70s has made its entry into Nigeria.
The STS curricula that have been developed and which operate in two universities have recorded a measure of success indicative of the enormous potentials of STS in the educational system. Efforts are being made to introduce the course at the secondary school level.
This paper describes the development of the STS curricula in Nigeria and outlines some of the implications involved in implementing them.
