Abstract
Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems used for their development and delivery. Although technology and science are related, a distinction can be made between their purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology and science. Atechnology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. Acognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order to promote student interest and understanding. In anartefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings. Finally, atechnology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status as a basis for selecting curriculum content.
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Specializations: science and technology education, educational evaluation, measurement of attitudes and interests.
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Gardner, P.L. The technology-science relationship: Some curriculum implications. Research in Science Education 20, 124–133 (1990). https://doi.org/10.1007/BF02620487
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DOI: https://doi.org/10.1007/BF02620487