2011
DOI: 10.1007/s11191-010-9332-1
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The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

Abstract: 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 … Show more

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Cited by 12 publications
(10 citation statements)
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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%
“…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%
“…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%
“…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%