The relationship between technology and science: Some historical and philosophical reflections. Part I

This essay offers a detailed review of the literature on the relationship between technology and science. It is in two parts. Part I begins by describing science and technology, and the differences between them. It then discusses the commonly-held technology-as-applied-science (TAS) view; the origins of this view, the support for it, and the strong historical and philosophical challenges to it, beginning more than half a century ago, are explored. The development of the steam engine is then offered as a brief case study to illustrate that science-technology relations are more complex than implied by the TAS view. Part I concludes with a consideration of ontological arguments supporting the reverse view, namely that technology is often a necessary precursor to science.Part II, to be published in a following issue, explores some of the consequences of the TAS view. One consequence is that it has generated a story-line in which scientific ideas are emphasised and other factors necessary for technological innovation have been down-played. Another consequence is that, even in cases where technology does apply scientific knowledge, the process of application is often considered obvious; the difficulties of translating ideas into artefacts may not be appreciated. The essay argues for the telling of a more complex story of science-technology relations, one which recognises their historical independence in the past, and their mutual, two-way interaction in many modern fields of endeavour. It concludes with a consideration of some economic and educational implications.     

Defining technology and technological education: A crisis,or cause for celebration?

This paper originated from a two-year technological education teacher development project at the Faculty of Education, The University of Western Ontario. The authors searched for an understanding of technology and technological education through traditional scholarly means, i.e., a literature review, and through an action research venture that, it was thought, would reveal the parameters of ‘technology’. The paper, beyond helping to give the authors and the reader a better understanding of what it means to define an elusive concept, serves to give technology educators a conceptual starting point from which to build insight into the elements of their life's work. The function and form of the paper evolved from the project process. They [the function and form] were determined by the nature of and ambiguities associated with technology. The reader is invited, for example, to consider the historical, social, cultural, and philosophical dimensions of technology. Rather than draw parallels about technology from those diverse disciplines, a daunting task, the paper charts a terrain from which investigators who seek a definition of technology and a framework for the subsequent study of technology, might get their bearings. The paper includes approaches to defining technology, a literature review, a comparison of science and technology, and an epilogue. While a definition is offered as part of the epilogue, the larger purpose of the paper is to improve one's understanding of an ubiquitous phenomenon. The central question of the ongoing debate, in Ontario and elsewhere, about the role and direction of technological education, is inherent in the paper and in the mandate of the teacher development project. What is technology and where and in what form does it belong in the curriculum of the schools?     

基于C-D函数的高新技术产业科技投入产出效率分析

研究采用Eviews 6.0计量经济学软件,根据中国高新技术产业1999年-2012年相关数据,采用滞后变量模型和回归分析的方法,对高新技术产业科技投入与产出之间关系进行了实证分析,并得出结论。从总体上看,科技投入在短期内极大地促进了高新技术产业的发展;从长期来看,科技投入的短促性非常明显,当滞后期为4年或4年以上时,科技投入这一生产要素已不具有显著性。     

Life after school: How science and technology teachers construe capability

Science and technology teachers create microcosms of the world beyond school as responses to perceived student needs. The focus of these microcosms for both science and technology classrooms was less of a concern for work preparation than for the development of social and intellectual habits. All of the teachers have strong views of the virtues of civil daily life and what it might take for their students to live the good life. The practical capability the teachers want their students to have transcends the instrumental to become moral.     

New social relations of digital technology and the future of work: Beyond technological determinism

This introduction sets out the context for the Special Issue and offers an in-depth reflection on key themes addressed by our contributors. The Special Issue aims to place the social relations of production at the centre of debates about technology and the future of work, and create space for greater critical reflection on what it means to go ‘beyond technological determinism’. We identify ways in which aspects of technological determinism continue to influence debates on technology, the labour process and industrial relations, despite efforts to reject it. We argue that this influence is manifested in some persistent problems within the literature including overly rigid periodisations (such as ‘platform capitalism’), a narrow conceptual repertoire (which reifies notions like ‘algorithmic control’) and a constricted empirical focus. We elucidate the value of a social shaping of technology (SST) approach to overcome these challenges and provide a brief overview of the articles contained within the issue.     

Constructing and reconstructing school technology in England and Wales

The British government has claimed that no other western country has given such prominence to technology in the curriculum for all pupils of compulsory school age. The paper considers this innovation in the national curriculum of England and Wales from a number of perspectives. The first reviews the social processes by which design & technology assumed the form it took in the original Statutory Order of 1990 and by which it underwent reconstruction, leading to the revised Order of 1995. In so doing, it explores the development of a national policy for school technology, comparable to that enunciated for school science in 1985. A second perspective focuses on the increasingly important role of technology in the government's overall educational policy, especially in relation to the better preparation of pupils for the world of work and the securing of parity between academic and vocational courses. A third theme concerns the changing relationship between school science and school technology.David Layton was professor of science education in the University of Leeds from 1973 until retirement in 1989. He served on the British government's Working Group which provided the original recommendations for design & technology in the national curriculum and has written extensively on the value aspects of school technology and the relations of school science and school technology.     

实施远程教育扶贫的可行性分析

对贫困地区现状及其对教育的影响进行了简要讨论,对国家政策如何在教育上向贫困地区倾斜提出自己的看法,并结合贫困地区现状和远程教育开发情况,指出计算机远程教育扶贫是一种多快好省的措施,应当在全国贫困地区推广应用。     

The Grounding of a Discipline: Cognition and Instruction in Technology Education

Technology education has long struggled to establish itself as an equal partner in general education and often struggled to gain recognition for the value of its instruction. Frequently technology educators tout the effectiveness of their programs based on anecdotal evidence gathered from their classroom experiences on how their instructional methods empower students to learn. Although technology education originated without any meaningful input from cognitive science research, it appears that technology education instruction methods are remarkably consonant with findings from cognitive science that define good instruction. Specifically, there is considerable accord between how instruction in technology education and cognitively based instructional models such as collaborative learning, socially distributed expertise, design/engineering, and project-based instruction can be connected. The role of the cognitive research findings on instruction could inform a long over-due theoretical grounding of instruction in technology education. The absence of research on learning and instruction in technology education could be attributed to a lack of theoretical grounding in this relatively new field. This paper examines four cognitively based models of instruction and reviews the relationships between research in the cognitive sciences on learning and instruction in technology education. The consonance between the research recommendations from the cognitive sciences and practice in technology education instruction could serve to stimulate debate on the theoretical grounding of an emerging field of study.     

Reflection on technology in education

Reflection has become a buzzword in the educational profession. Its meaning, however, frequently remains vague. In this paper the meaning of reflection for technology education is elaborated on three levels. The first is a philosophical and educational level. The idea of Bildung, conceived as the formation of an autonomous personality, becomes a central category for instruction about technology. The second level is the realm of curriculum development and teachers' planning. The reference to Bildung implies that technology education should be based on technological key problems that apply to all members of society. On the third level, the meaning of reflection will be elaborated in the context of a qualitative research approach on teacher thinking in technology education. It resorts to the categories of the curriculum model and is illustrated by a case study on teacher planning in computer education.Dr K.-H. Hansen is a researcher at the Institute for Science Education (IPN) in Kiel. After some years of experience as a technician he studied sociology and graduated in education. He has published in computer education with an emphasis on pedagogical, historical, and social aspects. His research work comprises qualitative and quantitative studies of the educational uses of computers. His current research interests are the conceptual role of technology in integrated science and in STS education.     

Adding Value to the Teaching and Learning of Design and Technology

It has been argued that design and technology can be used as a vehicle for teaching science and vice versa. In this paper, we report an investigation into Grade 6 students understandings of concepts embodied in the Systems strand of a technology syllabus as they grappled with a unit of work in technology for the first time. The unit of work involved students in the design and construction of simple systems, followed by experiences with more complex systems. Qualitative research methods were used to investigate the activities of the students as they engaged in the design and technology learning experiences for eight weeks. Data sources included student and teacher interviews, video and audio recordings of whole class and small group interactions, students notes, drawings and diagrams, and researchers field notes and reflections. Changes in students ability to identify the individual components and analyse how the components worked together in systems, and evidence of students use of scientific understandings for explanations, were noted as the unit of work progressed. An improvement was observed in students abilities to describe relationships between inputs, processes and outputs, and outline sequences of cause and effect. The technology and science appeared to be complementary as they developed technology specific and action-oriented technology and science language, which may be evidence of the presence of a community of learners. Recommendations are proposed for enhancing the value of both design and technology and science if both subjects are taught together as part of an integrated program in primary schools.     

区域科技基础条件平台构建研究

区域科技基础条件平台的构建,可以更好的发挥公共科技服务在区域自主创新和科技进步中的作用,有利于减少科技资源布局分散和重复建设等问题,将为区域主导产业的发展起到极大的促进作用,可以确保产业在全国同行业中处于领先地位。本文在解析了区域科技基础条件平台建设影响因素的基础上,分析区域科技基础条件平台构建的目标任务和重点工作内容,并探讨相关的保障措施。     

Two Cultures of Technical Courses and Discourses: The Case of Computer Aided Design

Researchers in science and technology studies (STS) are in the process of dismantling the conventional human-machine and nature-society-technology boundaries solidified by C. P. Snow and generations of designers, engineers, researchers, scientists and teachers. Using the case of computer aided design (CAD), I argue that by combining the sociopolitical knowledge of STS with technical knowledge we can finally and forcefully bring an end to technical education. To make this argument, I draw on my experiences in teaching CAD in post-secondary institutions in design, engineering, and teacher education. Theories and practices are described to assist design and technology educators with the dilemma of addressing sociopolitical knowledge.     

Science,technology and engineering: Building lifelong bridges

In response to what is envisaged as a crisis in scientific and technological literacy, various organizations and governmental agencies have put forward recommendations for enriching students' science and technology experiences in formal and informal learning environments. This paper examines one such organization — the Professional Engineers Ontario — and their Innovators in the School initiative. Through this student outreach programme, engineers, scientists and technologists volunteer their time to visit elementary and secondary level students, encouraging them to pursue science, technology and engineering careers. In particular, this research identifies issues that the Innovators (interestingly, over half are women) consider to be important for promoting a positive image of science to young people. First, the paper considers what an image of science might potentially be. Second, it addresses the question of how Innovators and other educators (teachers, policy-makers, curriculum planning teams) might promote this positive image in the classroom and school.     

Design and technology productions among middle school students: an Indian experience

The focus of this paper is students’ design productions as they engaged in designing and making a windmill model to lift a given weight. This work is part of a project on the development of design and technology (D&;T) education units and its trials among Indian middle school students (Grade 6, age 11–14 years) in different socio-cultural settings. Since D&;T is not a part of the Indian school curriculum, the students had no earlier experience of design. Our trials included an exploratory phase followed by groups of students producing technical drawings and a plan for the making action (procedural map) before engaging in making the windmill model. The paper presents findings from a qualitative analysis of urban and rural students’ pencil and paper productions, complemented by observations from video recordings of the collaborative engagement of these naïve designers. Students used graphical symbols, analogical, spatial and functional reasoning in their design activities. Choice of materials and tools, the nature of exploratory sketches, variety in design and attentions to issues of stability showed differences between the urban and rural groups. Some potential implications of D&;T units for classroom learning have also been discussed.     

Assessing South Africa Learners’ Attitudes Towards Technology by Using the PATT (Pupils’ Attitudes Towards Technology) Questionnaire

The PATT (Pupils’ Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyse South African learners’ attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South Africa, were analysed using a principal component and a principal factor analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that ‘technology should be for all’ and that ‘technology makes contributions to society’. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development issues. This revised version was published online in July 2006 with corrections to the Cover Date.     

Developing engineering students' research and technology assessment abilities

This article describes research done among M. Eng. students in several faculties of the Eindhoven University of Technology into their abilities to integrate nontechnical (social) elements in the research that led to their M. Eng. theses. It was found that these students often lacked research skills (the abilities to define the research problem, to comment upon research methodology, to reflect upon research outcomes). As a result, they also tended to neglect social factors relevant to their engineering research.Recommendations to improve this situation are formulated for the curriculum of engineering education programmes.     

Automation and the future of work: A social shaping of technology approach

Recent years have seen enormous attention paid to automation and its potential implications for the future of work. This study rejects unhelpful speculation and, instead, poses the question ‘what is shaping automation and its predicted effects?’ In contrast to the technological determinism framing much of the current debate, this study utilises the social shaping of technology (SST) approach, a theoretically informed body of research largely overlooked by sociology of work scholars. Compared with mainstream commentary, which treats technology as separate from the social world, SST facilitates examination of how the development and use of technology are shaped by broader socioeconomic concerns and politics. The analysis presented is based on an understanding of how technology is shaped by existing technology, economics, social relations, gender and the state.     

远程教育扶贫网的系统运行

着重介绍了利用计算机、国际互联网和卫星技术,并配以辅助设备,实施远程教学,通过该系统使贫困地区的学生享受与发达地区学生同样的教育,实现科教扶贫之目的。     

Complementary technologies,knowledge relatedness,and invention outcomes in high technology mergers and acquisitions

Prior research on M&As and invention outcomes has not systematically examined the influence of two types of knowledge differences. Knowledge relatedness has typically been equated with knowledge similarity and the separate influence of knowledge complementarity has been overlooked. Similarly, studies examining innovation outcomes of M&As have typically focused on the role of technological knowledge and overlooked the influence of scientific knowledge. We develop a model of relatedness and invention performance of high‐technology M&As that considers science and technology similarity and complementarity as important drivers of invention. We test the model using a sample of M&As from the drug, chemical, and electronics industries and a fine‐grained measure of knowledge relatedness that distinguishes between science and technology relatedness. We find that complementary scientific knowledge and complementary technological knowledge both contribute to post‐merger invention performance by stimulating higher quality and more novel inventions. This suggests that high‐technology firms seeking acquisitions should search for, identify, and acquire businesses that have scientific and technological knowledge that is complementary to their own. Our results also suggest that similarities in knowledge facilitate incremental renewal, while complementarities would make discontinuous strategic transformations more likely, and that absorptive capacity research should be expanded to consider complementarities as well as similarities. Copyright © 2010 John Wiley & Sons, Ltd.     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.