Science and Technology
Over the last three decades, there have been significant changes in teacher education and the place of science within this. For example, there has been varying emphasis on general science, integrated science, and STEM. This entry focuses on possible interactions between science and technology in teacher education.
Technology, here, encompasses more than just ICT. Rather, it is seen to be a dominant part of our culture and the world we inhabit. People develop and use technologies to intervene in this world to expand human and environmental possibilities. Technological endeavors encompass a broad range of activities including the transformation of energy, materials, and information in products, systems, and environments (Jones et al. 2010). Many school curricula package these as electronics and control technology, food and process technology, and materials technology and production. Within science education, technological examples are often...
- Buntting C, Jones A (2009) Unpacking the interface between science, technology, and the environment: biotechnology as an example. In: Jones A, de Vries M (eds) International handbook of research and development in technology education. Sense, Rotterdam, pp 275–285Google Scholar
- Jones A (2007) The valuing of technology in the science curriculum. In: Corrigan D, Dillon J, Gunstone R (eds) The re-emergence of values in science education. Sense, Rotterdam, pp 89–100Google Scholar
- Jones A, Cowie B, Moreland J (2010) Assessment in schools – technology education and ICT. In: Peterson P, Baker E, McGaw B (eds) International encyclopedia of education, vol 3. Elsevier, Oxford, pp 311–315Google Scholar