CONTENT STANDARD E: Science and Technology

As a result of activities in grades 9-12, all students should develop

Abilities of technological design

Understandings about science and technology

DEVELOPING STUDENT ABILITIES AND UNDERSTANDING

This standard has two equally important parts--developing students' abilities of technological design and developing students' understanding about science and technology. Although these are science education standards, the relationship between science and technology is so close that any presentation of science without developing an understanding of technology would portray an inaccurate picture of science.

In the course of solving any problem where students try to meet certain criteria within constraints, they will find that the ideas and methods of science that they know, or can learn, can be powerful aids. Students also find that they need to call on other sources of knowledge and skill, such as cost, risk, and benefit analysis, and aspects of critical thinking and creativity. Learning experiences associated with this standard should include examples of technological achievement in which science has played a part and examples where technological advances contributed directly to scientific progress.

Students can understand and use the design model outlined in this standard. Students respond positively to the concrete, practical, outcome orientation of design problems before they are able to engage in the abstract, theoretical nature of many scientific inquiries. In general, high school students do not distinguish between the roles of science and technology. Helping them do so is implied by this standard. This lack of distinction between science and technology is further confused by students' positive perceptions of science, as when they associate it with medical research and use the common phrase "scientific progress." However, their association of technology is often with environmental problems and another common phrase, "technological problems." With regard to the connection between science and technology, students as well as many adults and teachers of science indicate a belief that science influences technology. This belief is captured by the common and only partially accurate definition "technology is applied science." Few students understand that technology influences science. Unraveling these misconceptions of science and technology and developing accurate concepts of the role, place, limits, possibilities and relationships of science and technology is the challenge of this standard.

The choice of design tasks and related learning activities is an important and difficult part of addressing this standard. In choosing technological learning activities, teachers of science will have to bear in mind some important issues. For example, whether to involve students in a full or partial design problem; or whether to engage them in meeting a need through technology or in studying the technological work of others. Another issue is how to select a task that brings out the various ways in which science and technology interact, providing a basis for reflection on the nature of technology while learning the science concepts involved.

In grades 9-12, design tasks should explore a range of contexts including both those immediately familiar in the homes, school, and community of the students and those from wider regional, national, or global contexts. The tasks should promote different ways to tackle the problems so that different design solutions can be implemented by different students. Successful completion of design problems requires that the students meet criteria while addressing conflicting constraints. Where constructions are involved, these might draw on technical skills and understandings developed within the science program, technical and craft skills developed in other school work, or require developing new skills.

Over the high school years, the tasks should cover a range of needs, of materials, and of different aspects of science. For example, a suitable design problem could include assembling electronic components to control a sequence of operations or analyzing the features of different athletic shoes to see the criteria and constraints imposed by the sport, human anatomy, and materials. Some tasks should involve science ideas drawn from more than one field of science. These can be complex, for example, a machine that incorporates both mechanical and electrical control systems.

Although some experiences in science and technology will emphasize solving problems and meeting needs by focusing on products, experience also should include problems about system design, cost, risk, benefit, and very importantly, tradeoffs.

Because this study of technology occurs within science courses, the number of these activities must be limited. Details specified in this standard are criteria to ensure quality and balance in a small number of tasks and are not meant to require a large number of such activities. Many abilities and understandings of this standard can be developed as part of activities designed for other content standards.

GUIDE TO THE CONTENT STANDARD

Fundamental abilities and concepts that underlie this standard include

ABILITIES OF TECHNOLOGICAL DESIGN

IDENTIFY A PROBLEM OR DESIGN AN OPPORTUNITY. Students should be able to identify new problems or needs and to change and improve current technological designs. [ See Content Standard A (grades 9-12)]

PROPOSE DESIGNS AND CHOOSE BETWEEN ALTERNATIVE SOLUTIONS. Students should demonstrate thoughtful planning for a piece of technology or technique. Students should be introduced to the roles of models and simulations in these processes.

IMPLEMENT A PROPOSED SOLUTION. A variety of skills can be needed in proposing a solution depending on the type of technology that is involved. The construction of artifacts can require the skills of cutting, shaping, treating, and joining common materials--such as wood, metal, plastics, and textiles. Solutions can also be implemented using computer software.

EVALUATE THE SOLUTION AND ITS CONSEQUENCES. Students should test any solution against the needs and criteria it was designed to meet. At this stage, new criteria not originally considered may be reviewed.

COMMUNICATE THE PROBLEM, PROCESS, AND SOLUTION. Students should present their results to students, teachers, and others in a variety of ways, such as orally, in writing, and in other forms--including models, diagrams, and demonstrations. [ See Teaching Standard B]

UNDERSTANDINGS ABOUT SCIENCE AND TECHNOLOGY

Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Many scientific investigations require the contributions of individuals from different disciplines, including engineering. New disciplines of science, such as geophysics and biochemistry often emerge at the interface of two older disciplines.

Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.

Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.

Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems. Technology, by its nature, has a more direct effect on society than science because its purpose is to solve human problems, help humans adapt, and fulfill human aspirations. Technological solutions may create new problems. Science, by its nature, answers questions that may or may not directly influence humans. Sometimes scientific advances challenge people's beliefs and practical explanations concerning various aspects of the world.

Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.