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• W2611363158 abstract "436 INTRODUCTION Science should be taught along with technology. Traditionally, the school curriculum has been organised largely on the basis that material should be separated into distinct subjects. Although there has been an increased emphasis on technology activities in science classrooms, these activities generally focus upon revalidating known scientific laws and principles but not on solving practical problems. On the contrary, in many technology classrooms, technology activity has been strong in practice but weak in science theory [1-3]. As a result, students would have great difficulty in recognising the relationship between science and technology. The idea of integrating science and technology has gained significant attention as a plausible way to develop a more relevant approach to teaching and learning [4-6]. During the past decade, technology teachers have capitalised on the interest and motivation that technology problem-solving activities provide. For science teachers, technology problem-solving activities were used also to provide a practical and meaningful context. This idea is especially robust when the solution to a technology problem depends upon science and technology knowledge. As Goodlad noted, the understanding of concepts, rather than possessing the facts, gave students the intellectual power to attack unfamiliar problems and enabled them to grasp intuitively the relationship of new phenomena not previously encountered [7]. Technology practice embodies the actions of investigation, ideation, construction and evaluation, which can help learners to integrate their knowledge in ways that enable them to compartmentalise and organise their thinking [8][9]. In other words, learning technology is not merely the study of operation, but also the study of cognition, especially science knowledge. In fact, the thought of a straightforward path from science knowledge to a technological product sometimes functions as a paradigm in the classroom for the philosophy of technology education [10]. Technology is concerned with what can, and should, be designed, made and developed using science knowledge to satisfy human need. The concern for making science relevant has increased the interest in studying science in meaningful contexts, technology being one of these [11]. Some processes most used in technology classrooms are invention, innovation, problem-solving and design. For instance, the Department of Education in the United Kingdom indicated that technology capability requires students to combine their designing and construction skills with science and technology knowledge, to design and make products [12]. Technology capability is dependent upon a combination of ability and motivation that transcends understanding and enables creative development [13]. The idea of combining science and design in classrooms has recently received wide attention. Numerous curricula use design as a vehicle to support the learning of science, while some have chosen to use science as a resource to be used in design [14]. Design is constructive, concerned with how things ought to be, while science is analytic, concerned with how things are. Design is often used to tackle unstructured problems that require an individual to come up with solutions using a wide variety of materials and science and technology knowledge [15]. In this case, design is generally" @default.
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• W2611363158 date "2010-01-01" @default.
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• W2611363158 title "Teaching science through technology: A confluence of knowledge, design and construction" @default.
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