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

Dr Paul Gardner was appointed to the Faculty of Education at Monash University in 1967 and is currently a Reader in Education. After graduating from the University of Melbourne with a science degree and teacher qualifications in 1960, he taught physics and chemistry in high schools for six years. He obtained the M. Ed. degree from the University of Melbourne in 1970 for a thesis which involved experimental studies of concept attainment, and in 1972 completed a Ph.D. at Monash for an investigation of student and teacher characteristics which influence students' attitudes to physics. His major field of interest is science education, and he has published extensively on the assessment of cognitive and affective outcomes, the role of language in learning science and (his current major interest) the links between science and technology. He was a founding member of the university's Centre for Science, Mathematics and Technology Education in 1989. He is currently the Editor ofResearch in Science Education, the annual journal of the Australasian Science Education Research Association, of which he was a founding member in 1970. Early in 1993, he presented a paper on science-technology relationships at a UNESCO-sponsored conference in Jerusalem; a revised version of this paper is being published inStudies in Science Education in 1994. He teaches post-graduate courses on statistical analysis, attitude measurement, curriculum issues and science and technology education.