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.     

Problem-solving in teaching/learning packages for Technology

In the project Technology in Secondary Education: Problem-solving in Teaching/learning Packages, two experiments regarding a construction problem and an explanation problem were conducted, in which two variants of a teching/learning package (strongly structuredvs. weakly structured) were compared. Only with the strongly structured instructional variant of the package for the explanation problem did the pupils come to a quick solution of the problem. In both experiments, the factors that influenced the problem-solving processes of the pupils were investigated. The results are of importance for curriculum developers and the authors of teaching/learning packages for Technology but further research into the factors influencing the problem solving process of pupils is necessary.     

信息技术对竞争景框的影响--对波特观点的完善与修正

在分析信息技术对企业的影响时，波特教授对竞争景框变化的论述并不全面和完全正确。不全面在于，他只述及信息技术对地理景框和产业景框的影响，没有提到另两个方面——细分景框和纵向景框的变化。不正确在于，他笼统地提竞争景框的扩大或缩小，而竞争景框四方面在外力作用下变化并不总是一致的。本文认为，在信息技术影响下，竞争景框发生了四个方面不同的变化：细分景框、产业景框和纵向景框三个方面是缩小的，地理景框是扩大的。     

建筑物整体平移新技术施工中的质量管理和工期管理

新技术建筑工程往往没有相应的设计和施工技术规范，在施工中如何进行质量管理和工期管理是一个崭新的课题。本结合建筑物整体平移工程施工中的管理经验，简单讨论了新技术建筑工程施工的特点和质量管理和工期管理。     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.     

现代制造系统环境下的质量信息技术

企业为了确保在激烈的市场竞争中取胜，必须运用信息技术、计算机技术等先进技术提高企业质量管理的水平，增强质量保证和质量控制的有效性。现代制造技术系统CIMS的质量保证系统是在网络数据库的支持下，从产品设计、开发，到售后服务全生命周期中对质量有关的数据进行有效的采集、处理、评价和决策，对质量管理、质量保证、质量控制活动进行有效的管理，实现企业质量管理的整体优化．以达到全面满足顾客要求，提高市场竞争能力的目的。     

企业ESG 履责的绿色生产力效应研究——基于绿色技术创新视角

论文选取2011-2020 年沪深A 股上市公司为研究样本,基于绿色技术创新视角,实证研究了企业ESG 履责的绿色生产力效应。研究发现,ESG 履责显著促进了企业绿色技术创新水平;机制检验发现,企业ESG 履责主要通过缓解财务约束,提升企业声誉,以及提高企业信息披露质量,促进绿色技术创新水平的提升;进一步基于“宏观——中观——微观”的多维异质性检验显示,当企业所处环境规制压力较高、所在行业竞争压力较大、以及企业人力资源基础较好时,ESG 对绿色技术创新的促进效应更为凸显。论文研究对新形势下构建绿色生产力体系、助力实现新质生产力发展提供有益启示。     

数字技术融合对企业创新数量与质量的影响

以268家医疗装备企业为研究对象,从Himmpat专利数据库获取2002—2022年的15 446条专利数据,构建“数字-医疗”技术融合网络,基于量与质的视角实证分析数字技术融合对企业创新绩效的影响。采用负二项固定效应回归模型进行实证研究。结果表明,互补性数字技术融合和替代性数字技术融合均对企业创新质量和数量具有正向影响,融合波动性负向调节上述关系。     

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