Students’ Epistemological Awareness Concerning the Distinction between Science and Technology

Constantinou, Constantinos P.; Hadjilouca, Rodothea; Papadouris, Nicos

doi:10.1080/09500690903229296

Cited by 37 publications

(58 citation statements)

References 41 publications

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“…The Rationale for a Teaching Innovation 985 between S & T. The selection to focus on this particular topic can be justified for a number for reasons, which have been elaborated elsewhere (Constantinou et al 2010). The most important of these can be summarized as follows:…”

Section: Importancementioning

confidence: 99%

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

2011

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This paper refers to the development of a teaching innovation for the nature of science (NOS), for students aged 11-15, which specifically focuses on the interrelationship between science and technology. The development of the teaching and learning materials relied on inputs from three sources: the history and philosophy of science and technology, existing knowledge concerning the teaching and learning about the NOS, empirical data on students' initial ideas and difficulties about this topic. The first served to provide an account for the various forms of interaction between science and technology, which, in turn, guided the formulation of epistemologically coherent learning objectives. The second provided the pedagogical grounds on which to base the design of the activities. The third facilitated the design of activities that build on students' productive initial ideas, while providing them with guidance to resolve the difficulties they tend to encounter. In this paper, we describe the rationale underlying the teaching and learning materials and we describe the activity sequence they embody.

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Section: Importancementioning

confidence: 99%

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

2011

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“…Constantinou, Hadjilouca, and Papadouris (2010) highlighted the importance of engaging students in explicit contests, which have provided useful insights into possible ways of acquiring knowledge. Accordingly, one of the greatest challenges facing students during PowerTech is to complete building the miniatures within the limited time while utilizing their science, technology, engineering and mathematics (Judson, 2014;Authors, 2013).…”

Section: Powertech: a Science And Technology Contestmentioning

confidence: 99%

Positive Affect Relevant to Epistemic Curiosity to Reflect Continuance Intention to Join a Hands-On Making Contest

Hong¹,

Hwang

Szeto

et al. 2016

EURASIA J MATH SCI T

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Hands-on making (e.g., "Maker") has become prevalent in current educational settings. To understand the role that students' epistemic curiosity plays in hands-on making contests, this study explored its correlation to students' positive affect and continuance intention to participate in a hands-on making contest called "PowerTech". PowerTech requires students to produce miniatures in the morning and use the miniatures to take part in relay racing and tug-of-war competitions in the afternoon. Data from 514 individuals were collected and subjected to confirmatory factor analysis and structural equation modeling by AMOS 20. The results revealed the two types of epistemic curiosity (EC), interest (I-type) and informational deprivation type (D-type), played a mediating role in bonding participants' positive affect and their continuance intention to join a hands-on making contest. The implication of this study suggests students' epistemic curiosity can be aroused in the process of participating in competitive handson making contests such as PowerTech.

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“…The results obtained from the present study are significant in terms of presenting students' problems, even university seniors' problems, about the subjects of science, technology, and society, as well as for generating solutions to these problems. Also, this study with its aim to investigate the subject of STS over a wide perspective is believed to contribute to the literature and future studies on this subject through its methodological presentation of data analysis when compared to previous studies (Aldan Karademir, 2012;Aslan, Yalçın, & Taşar, 2009;Constantinou et al, 2010;DiGironimo, 2011;Herdem, Aygün, & Çinici, 2014;Kavak, Tufan, & Demirelli, 2006;Scherz & Oren, 2006).…”

Section: The Purpose Of the Studymentioning

confidence: 99%

“…In this sense, students' construction of meaningful relationships among STS concepts is a substantial issue of science education. The concentration of recent studies in science education (Constantinou, Hadjilouca, & Papadouris, 2010;Pekdağ, 2014;Scherz & Oren, 2006;Sunar & Geban, 2011;Tairab, 2001;Yalvac, Tekkaya, Cakiroglu, & Kahyaoglu, 2007) on identifying student opinions concerning STS indicates the significance of this issue.…”

mentioning

confidence: 99%

University Students’ Opinions Concerning Science-Technology-Society Issues

2016

EDUC SCI-THEOR PRACT

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Determining what students think about science, technology, and society (STS) is of great importance. This also provides the basis for scientific literacy. As such, this study was conducted with a total of 102 senior students attending a university located in western Turkey. This study utilized the survey model as a research model and the qualitative data collection method for gathering data. A questionnaire consisting of five open-ended questions was submitted to students who participated in the study. Separate categories were structured for the responses to each question. These categories were analyzed to present student-opinion profiles, and the percentages of student responses were then calculated. According to the results of this study, most students defined both the concepts of science and technology with concrete meanings. In addition, student opinions related to the significance of science and technology for society were collected under seven main categories and presented using a mind map. Separately, students were mostly of the opinion that science comes before technology. Finally, most of the students were found to see the future of science and technology as good.

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Students’ Epistemological Awareness Concerning the Distinction between Science and Technology

Cited by 37 publications

References 41 publications

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

Positive Affect Relevant to Epistemic Curiosity to Reflect Continuance Intention to Join a Hands-On Making Contest

University Students’ Opinions Concerning Science-Technology-Society Issues

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