Beven, R. Q., & Raudebaugh, R. A. (2004). A model for unified science and technology. Journal of Technology Studies, 30(1), 10-15.
The authors of this theoretical research article explored the relationship between science, technology, and humans. They stated that science and technology are connected to one another in the fact that one could not exist without the other, and that this frame of thinking in curriculum design can help guide students toward scientific awareness and understanding in the classroom.
In order for students to truly have an understanding of the nature of science, the authors suggested that students need to learn the process of science and technology instead of memorization of the conventional content knowledge that schools currently associate with an understanding of science. The authors proposed that curriculum should be changed to teach science and technology together, with an emphasis on inquiry and the design process. They support implementing a more student-centered approach to learning, where students who are able to work through problems independently develop better problem solving skills and have a deeper understanding of science. To assess students, the authors suggested a combination of portfolios and journals documenting the problem solving process.
This article is crucial to educators and school systems because it supports the notion that science and technology in the schools are not being taught in an effective manner to foster student understanding of science. Educators can use this information in their classrooms to develop more problem-solving and inquiry-based lessons and projects integrating technology, and assess their students in alternative ways.
The authors of this theoretical research article explored the relationship between science, technology, and humans. They stated that science and technology are connected to one another in the fact that one could not exist without the other, and that this frame of thinking in curriculum design can help guide students toward scientific awareness and understanding in the classroom.
In order for students to truly have an understanding of the nature of science, the authors suggested that students need to learn the process of science and technology instead of memorization of the conventional content knowledge that schools currently associate with an understanding of science. The authors proposed that curriculum should be changed to teach science and technology together, with an emphasis on inquiry and the design process. They support implementing a more student-centered approach to learning, where students who are able to work through problems independently develop better problem solving skills and have a deeper understanding of science. To assess students, the authors suggested a combination of portfolios and journals documenting the problem solving process.
This article is crucial to educators and school systems because it supports the notion that science and technology in the schools are not being taught in an effective manner to foster student understanding of science. Educators can use this information in their classrooms to develop more problem-solving and inquiry-based lessons and projects integrating technology, and assess their students in alternative ways.