Technology education, science and science education : exploring the relationship Jane, Beverley and Tytler, Russell 2003, Technology education, science and science education : exploring the relationship, in Initiatives in Technology Education: Comparative Perspectives: Proceedings of the American-Australian Technology Education Forum, Technical Foundation of America and the Griffith University Centre for Technology Education Research, [Gold Coast, Queensland], pp. 97-111. Attached Files Name Description MIMEType Size Downloads tytler-technologyeducation-2003.pdf Published version application/pdf 294.48KB 230 Title Technology education, science and science education : exploring the relationship Author(s) Jane, Beverley Tytler, Russell orcid.org/0000-0003-0161-7240 Conference name American-Australian Technology Education Forum (2003 : Gold Coast, Queensland) Conference location Gold Coast, Queensland Conference dates 5-7 January 2003 Title of proceedings Initiatives in Technology Education: Comparative Perspectives: Proceedings of the American-Australian Technology Education Forum Editor(s) Martin, Gene Middleton, Howard Publication date 2003 Conference series American-Australian Technology Education Forum Start page 97 End page 111 Total pages vi, 348 p. Publisher Technical Foundation of America and the Griffith University Centre for Technology Education Research Place of publication [Gold Coast, Queensland] Summary In this paper the nature of technology education in relation to science and science education is explored. Ways forward are indicated for both technology and science in the curriculum so that the two areas can be mutually supportive. In the 1990s, when curriculum writers were attempting to provide technology a unique place in the curriculum, they tended to downplay the relationship between technology and science. One reason for this tendency derives from a perception that science is an academic and elitist discipline and technology is well served by emphasizing the distance between the two. The other reason is perhaps political, that science, by virtue of its status in the community, and the status of its special type of knowledge, would be in a position, if allowed, to subsume the new subject. There are philosophical and historical precedents that justify such a concern. In tracing the historical relationships between science and technology, in professional practice, in philosophical positioning, and in school curriculum, we inevitably need to deal with the politics of school subjects. The position taken in this paper is that science and technology are different, both in their epistemological foundations, and in the nature of the professional communities and the concerns of individual practitioners within the two areas. In clarifying these differences the essential nature of technology and of science are illuminated. The paper also explores ways in which the two areas can benefit from each other’s existence in the curriculum, and ways of approaching teaching that both clarifies the special nature of each type of knowledge, and allows them to be mutually supportive. This may necessitate a reconstruction of the nature of school science. Notes Every reasonable effort has been made to ensure that permission has been obtained for items included in Deakin Research Online. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au Language eng Field of Research 130306 Educational Technology and Computing 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E1.1 Full written paper - refereed Copyright notice ©2003, Technical Foundation of America Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30026399 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges     Link to Related Work Technology education, science and science education : exploring the relationship (deposited 01-07-2021) Technical Foundation of America and the Griffith University Centre for Technology Education Research Publisher (deposited 07-08-2012)   Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. 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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.