Teaching Aspects of the Interrelationship between Science and Technology: Explicit or Implicit Approach?

Autor/inn/en	Hadjilouca, R.; Papadouris, N.; Constantinou, C. P.
Titel	Teaching Aspects of the Interrelationship between Science and Technology: Explicit or Implicit Approach?
Quelle	In: Research in Science & Technological Education, 41 (2023) 2, S.482-504 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Constantinou, C. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1912726
Schlagwörter	Scientific Principles; Sciences; Technology; Science Education; High School Students; Epistemology; Science Instruction; Educational Objectives; Innovation; Entrepreneurship; Scientific Attitudes; Student Attitudes; Knowledge Level; Science Activities + Suchen Sie Ihr Suchwort? Science; Wissenschaft; Technologie; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erkenntnistheorie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Educational objective; Bildungsziel; Erziehungsziel; Unternehmungsgeist; Schülerverhalten; Wissensbasis
Abstract	Background: Developing upper secondary school students' understanding of the nature of science and technology are important priorities in educational systems worldwide. More research is needed to better understand the conditions under which teaching and learning of epistemological insights become possible, as well as the tools that are necessary for this purpose. Purpose: This study investigates the potential impact of Explicit Epistemological Discourse (EED) in improving student understanding of the interrelationship between Science and Technology (S&T) through a combined inquiry-oriented and design-oriented teaching and learning activity sequence on Electromagnetic Properties of Materials. Sample: The participants were 16 year-old students from two intact classes (N = 37 and N = 26, respectively) in their last year of state schooling, in a European country, one year before selection of high school elective courses. Design and methods: We implemented two conditions of the activity sequence; one included EED activities on the interrelationship between S&T, the other condition included identical inquiry and design activities, with additional practice exercises substituting the reflection activities on EED. Pre-post tests and interviews evaluated students' understanding about the goals of S&T. Results: Students in the EED condition surpassed students in the non-EED condition. The results support the claim that students' awareness about the interrelationship between S&T is improved when integrating EED into classroom activities that are credibly authentic and relevant from the students' perspective. Conclusion: Discursive reflection activities have an important role to play in helping students appreciate aspects of the nature of science and the nature of technology as part of their science classes. The integration of epistemological insights in the objectives of science education and the findings of this study are particularly relevant for contemporary efforts to promote education for innovation and entrepreneurship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01