EDU 711 Science and Technology Education Trimester 1 2014 Lecturer : Mrs. Runaaz Sharma

What is Science and Technology ? Science is concerned about developing general and universal explanations of reality Technology is concerned about finding workable solutions to practical problems Science and technology are different, but related as forms of knowledge and as forms of activities

Is there a Link? … Technology is the application of science to solve problems Use of science to solve practical problem. Technology is a response to a practical problem Many technology depend upon other technologies Technologies can sometimes be developed to solve one problem but it can create a new , unthought-of of problems e.g. cars

Science, Technology and Society(STS) Science is part of almost every aspect of our lives. It tells us about the past, helps us with the present, and creates ways to improve our future. Scientific endeavor is as much about us as it is for us. Scientific and technological knowledge and skills are crucial for most of our actions and decisions, as workers, as voters, as consumers, etc. Its place in society is not to operate quietly at the sidelines but to become a fundamental part of the game.

STS… Therefore… Meaningful and independent participation in modern democracies assumes an ability to judge the evidence and arguments associated with the many socio-scientific issues that appear on the political agenda.

Role of science and technology crucial; scientific knowledge and appropriate technologies are central to resolving the economic, social and environmental problems that make current development paths unsustainable

No period in history has been more penetrated by and more dependent on the natural sciences than the twentieth century. Yet no period … has been less at ease with it. This is the paradox with which the historian of the century must grapple. (Hobsbawm 1995, p.522)

Why try to teach Science and Technology Together Saves time Motivational potential – stimulate student interest in science Promotes learning with greater understanding – gives opportunities for students to investigate and grapple with multiple relationships that exist between knowledge and skills Authentic student centred learning – develop students thinking (reflective and metacognition (Dawson and Venville, 2007:205 )

Why try to teach Science and Technology Together … 5. Capitalizes on Gardner's theory of multiple intelligence ( Gardner, 1993 In Dawson and Venville, 2007 ) 6. Help students to develop creativity

The Design Process Aim: is about providing opportunities for students to develop their capability, combining their designing and making skills with knowledge and understanding in order to create quality products. So that students can use: Knowledge of how things work Basic science understanding Work collaborately with others

So … Design is considered vital to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live and work.

The Steps in the Design Process 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Communicate results Define the Problem Brainstorm Improve Design Research Test and evaluate Develop Ideas Model or prototype Choose the best idea

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Brainstorm 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Brainstorming involves bringing a group of people together to generate many different ideas. Examples: “Make the athletic shoe out of plastic.” “The shoe needs to grip the floor; the bottom should be made of rubber.” “The ankle support should be stiff.” “Don’t forget the air vents.” All ideas are considered – none are criticized!

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Research 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Research may require going to the library, using computer databases, writing letters, performing experiments, and asking questions. Examples: Read books and magazines View films or videos Search the Internet Ask questions of the “experts” Create and analyze a survey At the conclusion of this step you should be prepared to complete a design brief.

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Develop Ideas 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Develop multiple ideas that will solve the problem and meet the requirements. The alternatives may all be quite diverse. Criteria: How will the solution actually work? What materials should I use? What should the product look like so that people will buy it? Constraints: Will it be completed by the deadline? What size should it be?

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Choose Best Idea 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Decide on an idea that best meets the criteria, fits within the constraints, and has the least amount of negative characteristics. List the strengths and weaknesses of each alternative. Optimization – Making improvements to the design idea for better performance or increased safety Trade-off – Giving up one desirable trait for another (i.e., giving up on using a certain material so that the object is more affordable)

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Model or Prototype 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Model building is used to gather additional information and test design ideas. Examples: Realistic drawings or renderings help you visualize what the solution will look like in real life. Scale models or mock-ups are small, accurate representations of the final product. 3D CAD (computer aided designs) can show objects in action. A prototype is a working model; it looks and functions just like the finished product.

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Test and Evaluate 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Models of design solutions must be tested and important questions must be answered during the evaluation. Is it safe for people and the environment? Is it comfortable? Is it affordable? Is it aesthetically pleasing (does it look good)? Will it last as long as it needs to? Does it meet the criteria and constraints? Does it work?

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Improve Design 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea After studying all test data and evaluating design solutions, you may need to make changes. Now is the time to improve a design – before production begins. During the improve design phase, you may consider new ideas.

Design Process Gateway To Technology® Unit 1 – Lesson 1.2 – Design Process Communicate Results 9 Communicate Results Design Process 2 Brainstorm 3 4 Research Develop Ideas 6 7 Model or Prototype Test and Evaluate 8 Improve Design 1 Define the Problem 5 Choose Best Idea Share your design ideas with others to prove the design is worthy of manufacturing. Examples: Poster Drawings Charts Prototypes PowerPoint presentation Reports Discussion

Model car that uses solar energy Ref:http://www.technologystudent.com/energy1/solcar2.htm

Design process in the learning and teaching of ST Give students a practical problem which requires a designing a technological response Brainstorm ways in which the problem could be solved Write out a plan and provide advice for their plan Assemble materials and tools they need Build the device Try out the design to identify problems Redesign Make a presentation ( Benbow and Mably, 2002)

Some challenges of successful science and technology education Out dated and irrelevant curricula Science: difficult and unfashionable A lack of qualified teachers Anti- and quasi-scientific trends and 'alternatives' Stereotypical image of scientists and engineers '? (Sjøberg,2002).

Challenges … Disagreement among researchers perceived as problematic Dislike of an over ambitious science ? Scientists and engineers: No longer heroes? The new role models: Not in science and technology A communication gap between scientists and the 'public (Sjøberg,2002).

Teaching Implications: the Design Process Teach the process explicitly, using their own design projects – models Integrate Technology design into science and other subject areas

References Benbow, A., & Mably,C. (2002). Science Education for Elementary Teachers: An Investigation- Based Approach. Wadsworth. Thomson Learning, Australia. Hobsbawm, E. J. 1995. Age of Extremes : The Short Twentieth Century 1914-1991. London, Abacus Sjøberg, S. (2002). Science and Technology Education :Current Challenges and Possible Solutions, published in Jenkins, Edgar (ed) (2002) Innovations in Science and Technology Education Vol VIII Paris, UNESCO. Retrieved on 20 January, 2014 from http://folk.uio.no/sveinsj/STE_paper_Sjoberg_UNESCO2.htm#_ftn2 Vennille, G., and Dawson, V. (2007). The Art of Teaching Primary Science. Crows Nest: Allen&Unwin