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Developing relationships between science and technology in secondary schools
The close relationship between science, technology and mathematics that exists in the world of practising engineers, scientists and technologists is not replicated in any significant way in many school situations. The National Curriculum has not encouraged teachers to undertake any developments that...
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| Format: | Default Conference proceeding |
| Published: |
1992
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/1608 |
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| Summary: | The close relationship between science, technology and mathematics that exists in the world of practising engineers, scientists and technologists is not replicated in any significant way in many school situations. The National Curriculum has not encouraged teachers to undertake any developments that could change this situation. If Technology in the National Curriculum is to be seen as a rigorous and challenging subject the underpinning scientific and mathematical concepts and skills must be developed alongside the other essential elements of technology such as aesthetic sense, the ability to make and develop products and an understanding of values and human factors. Full technological capability can only arise from an interaction between all of these elements. This paper will present a model for active collaboration between science and technology in secondary schools. It will explore areas common to the two subjects covering procedural capability and the development of conceptual understanding. The importance of establishing meaningful contexts for the work to be done by students will be emphasised. |
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