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

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

doi:10.1007/s11191-010-9332-1

Cited by 12 publications

(10 citation statements)

References 56 publications

(95 reference statements)

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“…successful instruction design included such special topic-based learning activities as instruction theme, cooperative learning, and the interaction and dialogue among instructors and students (Lou, Tsai & Tseng, 2011). Additionally, the instructors in the new century should think about how to incorporate information technology into instruction, so as to guide students to collect information with technologies to accelerate their learning and ignite their passion for learning (Hadjilouca, Constantinou & Papadouris , 2011).…”

Section: State Of the Literaturementioning

confidence: 99%

On the Push-Pull Mobile Learning of Electric Welding

Chung

Dzan

Cheng

et al. 2017

EURASIA J MATH SCI T

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This study aims to explore the learning effects and attitudes of students in the course electric welding practice in a university of science and technology to which the push-pull technology-based mobile learning system is applied. In this study, the push-pull technology is adopted to establish a mobile learning system and develop the Push-pull Course of Special Topic Mobile Learning of Electric Welding, which includes three parts-(1) the instruction of the electric welding course, (2) the learning of the electric welding course, and (3) the multi-dimensional evaluation of the electric welding course. Two classes of the course in the department of engineering science of university of science and technology were taken as the research subjects for the experimental instruction, with 61 students in the Experimental Group and 58 in the Control Group. Throughout the instruction, the questionnaire and written information about the students were collected and analyzed so as to explore the influence of "Push-pull Mobile Learning Course of Electric Welding" on the academic performance and attitude. Here are the conclusions of this study: (1) the course can significantly improve the students' learning of electric welding; (2) students hold a positive attitude towards the course; (3) the course can facilitate the students' discussions, learning effects and cooperative learning. Also, this study gives some suggestions for the instruction of the course, so as to enhance students' knowledge and skills of electric welding and promote the significance of the course.

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Section: State Of the Literaturementioning

confidence: 99%

On the Push-Pull Mobile Learning of Electric Welding

Chung

Dzan

Cheng

et al. 2017

EURASIA J MATH SCI T

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“…Types of successful NOS interventions in the literature include integration of content and NOS instruction, and explicit and reflective approaches (Hadjilouca et al 2011;Khishfe and Lederman 2006). Less effective approaches include studying only science content knowledge (Horner and Rubba 1979;Larochelle and Desautels 1991) and short-term interventions (Leach et al 2003).…”

Section: Nature Of Science Knowledgementioning

confidence: 99%

Outcomes of a Self-Regulated Learning Curriculum Model

Peters‐Burton

2015

Sci & Educ

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The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of self-regulated phases, forethought, performance, and self-reflection, during each segment of the curriculum: (a) independent research, (b) knowledge building in the discipline of science, and (c) a citizen science project. Student views were measured at the beginning and end of the course using epistemic network analysis. The pretest map reported student understanding of science as experimentation and indicated three clusters representing the durability of knowledge, empirical evidence, and habits of mind, which were loosely connected and represented knowledge generation as external to personal thinking. The posttest map displayed a broader understanding of scientific endeavors beyond experimentation, a shift toward personal knowledge generation, and indicated a larger number of connections among three more tightly oriented clusters: empirical evidence, habits of mind, and tentativeness. Implications include the potential to build curriculum that purposefully considers reinforcing cycles of learning of the nature of science in different contexts.

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“…While technology as a subject for all students makes technology more visible in the curriculum, many have pointed to that the close relationship that exist between science and technology should be re-presented in how students engage with science and technology in their general education (Barlex & Pitt, 2000;Bencze, 2001;Hadjilouca, Constantinou, & Papadouris, 2011;Lewis, Barlex, & Chapman, 2007;Petrina, 1998;Sidawi, 2007). Rather than teaching technology as applied science on one hand, or as separate subjects on the other hand, it has been argued that science and technology should be taught in partnership (Fensham & Gardner, 1994), or as 'technoscience education' (Bencze, 2001;Tala, 2009).…”

Section: Representation Of Technology In General Educationmentioning

confidence: 99%

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Bungum

Esjeholm²,

Lysne

2014

NorDiNa

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Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained very little conceptual knowledge from mathematics and science even when their purpose was to do so. In this paper, we analyse four selected episodes in the material, and discuss the underlying cause for why science and mathematics do not form part of the activity. These underlying causes are conceptualised as: (i) concepts and procedures not being necessary for the purpose, (ii) problem solving better accomplished by other means, (iii) focus on product quality, and (iv) not the right type of knowledge. These reflect fundamental characteristics of the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.Berit Bungum is Associate Professor at The University's Resource Centre for Education in Mathematics, Science and Technology, Norwegian University of Science and Technology. She has long experience with teacher education in physics, and currently works with in-service training for teachers and development of teaching projects in science and technology.

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

Cited by 12 publications

References 56 publications

On the Push-Pull Mobile Learning of Electric Welding

On the Push-Pull Mobile Learning of Electric Welding

Outcomes of a Self-Regulated Learning Curriculum Model

Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

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