The interdependence of scientific and technological literacy

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    The Interdependence of Scientific and Technological Literacy

    The articles in this issue explore the role of technology in science education. Technology

    has always had a place in the science curriculum, but the importance given to it has risen and

    fallen over the decades. In the first half of the twentieth century, technology assumed a more

    significant place in the curriculum as scholars and curriculum writers tried to match school

    science with their perceptions of the needs of a growing school population. The Sputnik-era

    reforms were in part a reaction against the place of technology in the school science curriculum

    as reformers strove to align school science with the practice of scientists (Cajas, 1998). The

    publication of Science for All Americans (American Association for the Advancement of

    Science, 1989) provided a significant boost to technology as an integra part of science literacy,

    introducing a new, broader vision of technology. It is this new vision of technology and its

    implications that are addressed in the first five articles in this issue. The sixth, and final article

    addresses another view of technology in science educationas an educational tool.

    The authors of the first five articles in this issue describe technology as artifacts, knowledge,

    processes, social practices, and even language. From their perspective, technology is both means

    and ends in science education. That is, they make the argument that technology-centered

    activities such as engineering design are suited to help students to learn science since students

    are involved in the design, creation, and testing of artifacts. These activities enable students to

    reflect on their designs and unpack the scientific ideas used in the process. Further, they see that

    learning about technology is also an end in itself. Some of the authors describe the importance of

    understanding specific technological ideas and skills that have been identified as part of science

    literacy, including the nature of design, systems, and important ideas about specific technologies

    such as materials, energy, and communications. This has been explicit in at least three standards

    documents: Benchmarks for Science Literacy (American Association for the Advancement of

    Science, 1993), the National Science Education Standards (National Research Council, 1996),

    and the Standards for Technological Literacy (International Technology Education Association,


    This cluster of articles provides the science education community with a current analysis of

    the relationship between education in science and education in technology. The picture that

    emerges from these articles is that of complex relationship the suggestion between science and

    technology and that such complexity should be reflected in the school curriculum. In his article

    The Science/Technology Interaction: Implications for Science Literacy, Cajas points out that

    there is a move to go beyond the old dichotomies that formerly characterized the science-

    technology relationship, which calls for a reevaluation of the relationship between science

    2001 John Wiley & Sons, Inc.

  • education and technology education. In The Unrealized Potential of Everyday Technology as a

    Context for Learning, Benenson suggests that although technology and science may have

    different goals, there are many situations where science and technology share ways of thinking,

    such as in improving existing designs. This provides opportunities for students to work with

    existing artifacts and identify their weakneses; to improve them; and, in the process, to learn

    about science, mathematics, technology, and even language. Seiler, Tobin, and Sokolic use their

    article, Roadblocks, on the Path to Understanding Technology and Science, to show that

    learning science through the study of technology is not straightforward. In fact, the introduction

    of technology-centered activities in science education and the introduction of technology ideas

    and skills identified for science literacy will require putting in place material, conceptual, and

    social resources that can support teachers as they help students understand the relationship

    between science and technology.

    Roth, in his article Learning Science through Technological Design, describes how

    technology-centered activities would help students to learn about simple machines, energy, and

    forces in increasingly scientific ways. He suggests that meaning emerges when students design

    and interact with artifacts and communicate and defend their ideas. In his article, Learning and

    Using Science and Technology with Investigate and Redesign Tasks, Crismond describes an

    empirical study of the nature of design tasks that help students to learn key scientific and

    technological ideas such as the notion of trade-offs. In the closing article in this issue, Wu,

    Krajcik, and Soloway show how a computer-based visualizing tool can aid high school students

    in understanding chemical representations.

    The focus of the articles in this issue ranges from explorations of policy issues to the

    concerns of enacting technology-based curricula in inner-city schools. Although standards

    documents have clarified specific scientific and technological ideas and skills relevant for

    literacy, how to move these intentions into actions is a rich research topic. The authors of this

    issue study the kinds of resources that are needed to introduce technology-based activities

    designed to teach science and/or technology. In doing so, they raise theoretical and practical

    problems that need to be taken into account in any attempt to introduce technology studies in

    general education or technology-based activities that are designed to teach either scientific or

    technological ideas and skills identified with scientific literacy.

    Fernando CajasOrganizer of the Technology Cluster

    James J. GallagherCo-Editor


    American Association for the Advancement of Science. (1989). Science for all Americans.

    New York: Oxford.

    American Association for the Advancement of Science. (1993). Benchmarks for science

    literacy. New York: Oxford.

    Cajas, F. (1998). Teaching science for understanding and applications: The role of

    technology. Unpublished doctoral dissertation. East Lansing MI: Michigan State University.

    International Technology Education Association. (2000). Standards for technological

    literacy. Reston, VA: Author.

    National Research Council. (1996). National science education standards. Washington, DC:

    National Academy Press.

    714 PREFACE


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