International Journal of Science and Mathematics Education

, Volume 12, Issue 5, pp 1143–1168

TECHNOLOGY KNOWLEDGE: HIGH SCHOOL SCIENCE TEACHERS’ CONCEPTIONS OF THE NATURE OF TECHNOLOGY

Authors

Article

DOI: 10.1007/s10763-013-9452-6

Cite this article as:
Waight, N. Int J of Sci and Math Educ (2014) 12: 1143. doi:10.1007/s10763-013-9452-6

Abstract

In-depth interviews guided by video elicitations examined 30 high school science teachers’ conceptions of technology and by extension how these conceptions reflected dimensions of nature of technology. Altogether, 64 % of the teachers characterized their schools and departments as aggressive–moderate adopters with generous access and support for technological tools. In comparison, 30 % noted that their school lagged behind due to funding and lack of infrastructure. Definitions of technology revealed emphasis on technology as artifact, overwhelming optimism on the purpose and function of technology to improve and make life easier and as representation of advancement in civilization. In tandem, teachers were most drawn to two video scenarios—medical and everyday tool videos because it reflected notions of progression and expectations of future changes; heightened awareness of the multitude of available technologies; and perceived relevance with classroom content. Perhaps most telling in these findings was that few teachers were drawn to the classroom video scenario, and only three teachers highlighted the technology–science–school science connection. These findings have implications for holistic understandings of technologies, which may inform how science teachers perceive and enact technologies in their science classrooms.

Key words

nature of technologyscience educationteacher conceptionstechnological tools

Supplementary material

10763_2013_9452_MOESM1_ESM.docx (114 kb)
ESM 1(DOCX 114 kb)

Copyright information

© National Science Council, Taiwan 2013