Myths about the Nature of Technology and Engineering

Autor/inn/en	Kruse, Jerrid; Edgerly, Hallie; Easter, Jaclyn; Wilcox, Jesse
Titel	Myths about the Nature of Technology and Engineering
Quelle	In: Science Teacher, 84 (2017) 5, S.39-43 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Misconceptions; Technological Literacy; Technology; Engineering; Critical Literacy; Scientific Principles; Secondary School Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Technisches Wissen; Technologie; Maschinenbau; Kritisches Lesen
Abstract	Increasingly, science teachers are expected to devote instruction to technology and engineering, as encouraged by the Next Generation Science Standards (NGSS Lead States 2013). Just as scientific literacy requires understanding the nature of science (NOS), technological literacy must include understanding the philosophy and nature of technology and engineering (NOTE). Focusing only on student use of technologies misses what Selber (2004) calls a critical literacy. Abd-El-Khalick (2013) asserts that educators must get students to think about NOS, not just engage in science tasks. Similarly, educators must get students to think about NOTE as they engage in engineering. This article briefly explores common myths among students regarding technology and engineering, and the authors discuss strategies they have used to engage students with NOTE. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01