Re/Thinking the Nature of Technology in Science Classrooms

Autor/inn/en	Kim, Mijung; Roth, Wolff-Michael
Titel	Re/Thinking the Nature of Technology in Science Classrooms
Quelle	In: Interchange: A Quarterly Review of Education, 47 (2016) 2, S.169-187 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-015-9273-3
Schlagwörter	Educational Technology; Technology Uses in Education; Science Instruction; Knowledge Level; STEM Education; Holistic Approach; Teaching Methods + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis; STEM; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	With increasing technological changes and needs in society, technology and engineering education has received much attention in school science. Yet, technology traditionally has been subordinated to science or simply taken as the application of science. This position has resulted in a limited understanding of teaching technological and engineering education. This study questions the traditional view of technology in school science by examining children's action and learning in the course of designing and building cantilever bridges in science classrooms. We adapt Heidegger's articulation of the four causes known to philosophy in the Greco-Roman tradition--causa materialis (material), causa formalis (form), causa finalis (purpose), and causa efficiens (effect-producing)--to analyze elementary children's technology design activities. The study suggests that children's technology has certain dimensions of knowing-how, i.e., there is an instrumentality that goes beyond scientific knowledge. We suggest that the practice of technology and engineering education, which mainly focuses on children's scientific knowledge, needs to be reexamined and reframed to develop holistic ways of teaching technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01