By Sibel Erduran, Zoubeida R. Dagher (auth.)
Prompted through the continued debate between technology educators over ‘nature of science’, and its value at school and college curricula, this publication is a clarion demand a large re-conceptualizing of nature of technology in technological know-how schooling. The authors draw at the ‘family resemblance’ strategy popularized through Wittgenstein, defining technology as a cognitive-epistemic and social-institutional approach whose heterogeneous features and affects can be extra completely mirrored in technology schooling. They search anywhere attainable to explain their constructing thesis with visible instruments that illustrate how their principles could be essentially utilized in technology education.
The volume’s holistic illustration of technological know-how, consisting of the goals and values, wisdom, practices, suggestions, and methodological principles (as good as science’s social and institutional contexts), mirrors its middle target to synthesize views from the fields of philosophy of technology and technological know-how schooling. The authors think that this extra built-in belief of nature of technology in technology schooling is either cutting edge and necessary. They talk about intimately the consequences for curriculum content material, pedagogy, and studying results, install a number of real-life examples, and element the hyperlinks among their rules and curriculum coverage extra generally.
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Extra info for Reconceptualizing the Nature of Science for Science Education: Scientific Knowledge, Practices and Other Family Categories
Izrik and Nola’s (2014) depiction of FRA, which describes components of science in terms of categories subsumed under epistemic, cognitive and social systems is used. However, these authors framework does not provide an extensive discussion. Indeed, the description of their categories is rather brief. The aim of the chapter is to build on the FRA itself and explore its potential for use in science education. In applying the FRA to science education, Irzik and Nola’s philosophical model is developed into a functional framework for instructional and learning purposes throughout the rest of this book.
Having reviewed the key features of the FRA framework, its adaptation and extension, next we present an example that illustrates how the FRA can be situated in a concrete context. The discovery of the structure of DNA illustrates the broad categories that underlie the FRA framework. James Watson and Francis Crick published the double helix model of DNA in Nature in 1953 (Olby, 1994). Their account was based on the X-ray diffraction image generated by Rosalind Franklin and Raymond Gosling a year earlier as well as information from Erwin Chargaff on the pairing of bases in DNA.
Clough, M. , & Almazroa, H. (1998). The role and character of the nature of science in science education. Science & Education, 7(6), 511–532. McComas, W. , & Olson, J. K. (1998). The nature of science in international science education standards documents. In W. F. ), The nature of science in science education: Rationales and strategies (pp. 41–52). Dordrecht, The Netherlands: Kluwer Academic. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas.