Technology's challenge to science education : cathedral, quarry or company store?

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Bibliographic Information

Technology's challenge to science education : cathedral, quarry or company store?

David Layton

（Developing science and technology education）

Open University Press, 1993

  • : pbk

Available at  / 14 libraries

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Note

Includes bibliographical references and index

Description and Table of Contents

Volume

: pbk ISBN 9780335099580

Description

This work explores the relationship between science and technology in the school curriculum. In the past, science has used technological applications to make scientific concepts and ideas more understandable (science and applications). It has also taken technological applications and then extracted the science involved in them in order to make the learning of science more interesting and effective (science of applications). In both cases, technology is serving the needs of science education. With the incorporation of design and technology as a component of the general education of all children, there arises a new situation. Science has now to serve the needs of technology and act as a resource for the development of technological capability in children. However, science for applications is not the same as science and applications or science of applications. Often the science of traditional lessons needs to be reworked to make it useful in practical situations and related to design parameters. Examples of science as a resource for technological capability are drawn from both "real world technology" and from "school technology" to illustrate what needs to be done if technology's challenge to science education is to be met.

Table of Contents

The emergence of technology as a component of general education technology in the National Curriculum of England and Wales understanding technology - the seamless web understanding technology - values, gender and reality science as a resource for technological capability reworking the school science-technology relationship
Volume

ISBN 9780335099597

Description

This work explores the relationship between science and technology in the school curriculum. In the past, science has used technological applications to make scientific concepts and ideas more understandable (science and applications). It has also taken technological applications and then extracted the science involved in them in order to make the learning of science more interesting and effective (science of applications). In both cases, technology is serving the needs of science education. With the incorporation of design and technology as a component of the general education of all children, there arises a new situation. Science has now to serve the needs of technology and act as a resource for the development of technological capability in children. However, science for applications is not the same as science and applications or science of applications. Often the science of traditional lessons needs to be reworked to make it useful in practical situations and related to design parameters. Examples of science as a resource for technological capability are drawn from both "real world technology" and from "school technology" to illustrate what needs to be done if technology's challenge to science education is to be met.

Table of Contents

  • The emergence of technology as a component of general education
  • technology in the National Curriculum of England and Wales
  • understanding technology - the seamless web
  • understanding technology - values, gender and reality
  • science as a resource for technological capability
  • reworking the school science-technology relationship.

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