Teaching aspects of the interrelationship between science and technology: explicit or implicit approach?

Abstract

ABSTRACT Background Developing upper secondary school students’ understanding of the nature of science and technology are important priorities in educational systems worldwide. More research is needed to better understand the conditions under which teaching and learning of epistemological insights become possible, as well as the tools that are necessary for this purpose. Purpose This study investigates the potential impact of Explicit Epistemological Discourse (EED) in improving student understanding of the interrelationship between Science and Technology (S&T) through a combined inquiry-oriented and design-oriented teaching and learning activity sequence on Electromagnetic Properties of Materials. Sample The participants were 16 year-old students from two intact classes (N = 37 and N = 26, respectively) in their last year of state schooling, in a European country, one year before selection of high school elective courses. Design and methods We implemented two conditions of the activity sequence; one included EED activities on the interrelationship between S&T, the other condition included identical inquiry and design activities, with additional practice exercises substituting the reflection activities on EED. Pre-post tests and interviews evaluated students’ understanding about the goals of S&T. Results Students in the EED condition surpassed students in the non-EED condition. The results support the claim that students’ awareness about the interrelationship between S&T is improved when integrating EED into classroom activities that are credibly authentic and relevant from the students’ perspective. Conclusion Discursive reflection activities have an important role to play in helping students appreciate aspects of the nature of science and the nature of technology as part of their science classes. The integration of epistemological insights in the objectives of science education and the findings of this study are particularly relevant for contemporary efforts to promote education for innovation and entrepreneurship.