Technology in the curriculum: A vehicle for the development of children's understanding of science concepts through problem solving |
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Authors: | Beverley Jane Leanne Smith |
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Institution: | (1) Faculty of Teacher Education (Primary), Deakin University, 3125 Burwood, Victoria;(2) Coral Park Primary School, Hampton Park |
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Abstract: | This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating
in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's
understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and
Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers
to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge.
Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration
of the related science concepts. The project identified the importance of challenge in relation to the children's involvement
in the technology activities and the conference paper (available from the first author) discusses particular topics in terms
of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)
Specializations: science and technology education, interest and attitudinal change.
Specialization: technology in the primary school. |
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Keywords: | |
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