The relationship between science and technology in the primary curriculum
Within the primary curriculum science is seen as the knowledge, skills and understanding required to solve problems, whereas technology involves attempting to satisfy apparent human needs through managing and modifying both equipment and the natural environment (Board of Studies NSW, 1993, p.1; 2012, p.11; Hodson, 2009, p.13; ITEA, 2007; Sherman & Sherman, 2004, pp.5,10). Although the relationship between these two areas is very complex and dependent on contexts of particular learning experiences (Board of Studies NSW, 1993, p.2; Hodson, 2009, p.147), integrating science and technology in the primary curriculum is a beneficial practice for saving time, improving motivation, developing investigative understanding and facilitating multiple intelligences (Bybee et al., 2008, p.268; Fleer & Jane, 2004, p.53; Norton et al., 2007, p.205; Sherman & Sherman, 2004, p.3). However, it has been noted that successfully developing technological competency involves a holistic approach of incorporating technology across the primary curriculum, known as “technacy education” (Fleer & Jane, 2004, p.180), indicating its relevance in further frameworks. Furthermore, the use of technology is also gradually facilitating the shift towards using digital media rather than textbooks to present information, which has several advantages relating to financial savings, efficiency, accessibility and engagement (Bybee et al., 2008, p.270).
Technology’s place in the primary curriculum is highly directed by the cyclic and non-linear process of designing and making, which includes the aspects of investigation, ideation, production and evaluation (Board of Studies NSW, 1993, p.3; Norton et al., 2007, p.204) and effectively engages students in developing a product to solve a problem (Fleer & Jane, 2004, p.56; ITEA, 2007; Sherman & Sherman, 2004, pp.27, 354). The subtle differences between science and technology are highlighted in this process through science’s focus on explaining products contrasting with technology being based around the perceived efficiency and ingenuity of design (Hodson, 2009, p.13; Norton et al., 2007, p.203).
Technology’s place in the primary curriculum is highly directed by the cyclic and non-linear process of designing and making, which includes the aspects of investigation, ideation, production and evaluation (Board of Studies NSW, 1993, p.3; Norton et al., 2007, p.204) and effectively engages students in developing a product to solve a problem (Fleer & Jane, 2004, p.56; ITEA, 2007; Sherman & Sherman, 2004, pp.27, 354). The subtle differences between science and technology are highlighted in this process through science’s focus on explaining products contrasting with technology being based around the perceived efficiency and ingenuity of design (Hodson, 2009, p.13; Norton et al., 2007, p.203).
Created by Paul Goossens - 2012
Assignment 1 for Curriculum Studies: Science and Technology II
Assignment 1 for Curriculum Studies: Science and Technology II