Unified view on science and technology education: Technoscience and technoscience education

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Unified view on science and technology education
Technoscience and technoscience education

• Suvi Tala
• the Ninth International History, Philosophy
  Science Teaching Conference, Calgary 24.6.-28.6.
  2007

Department of Physical Sciences - Faculty of
Science The Finnish Graduate School in
Mathematics, Physics and Chemistry Education
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Motivation NOS-views in practices of education

• Traditionally, science and technology are
  perceived quite different and separated
  enterprises.
• On this basis lies science and technology
  education, both as distinct school subjects and
  integrated
• The Nature Of Science (NOS) and the relationship
  of it to technology is seen as separated from
  scientific processes
• Closer look reveals traditional view to be
  one-sided.
• There are deep bi-directional relations between
  physics and technology in the formation of
  conceptual structures of physics

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Physics is constructed through technological
action

• Note 1 Physical knowledge is constructed
  through technological action ( creation and
  manipulation for control).
• ? Note 2 Technology not only limits, but also
  modifies and defines the physical knowledge and
  physical reality accessible to us.
• ? Note 3 Technology has an epistemological and
  cognitive role in concept formation of physic, to
  the extent that it influences our ontological
  positions.
• Claim 1 Technology should be an organic part of
  physics education.
• Claim 2 We need an unifying view to technology
  and physics.

(the following technoscientific view is
constructed in dicussion with dozens of science
and technology studies, e.g. Ackerman 1985, Bohr
1958, Boon 2003, Cartwright 1999, Chang 2004,
Collins 1992, Duhem 1914, Gooding 1989, 1990
2003, Hacking 1983, Hackman 1989, Harré 1998
2003, Heidegger 1968, Ihde 1979, Heidelberg 1989
2003, Kroes 2003, Lange 2003, Latour 1987,
Mithcham 1994, Nickles 1989, Raddér 1988 2003,
Rothbart 2003)
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The reality that physics opens up to us is
technological
Technoscience amalgation of science and
technology, a product of cognitive goals,which
are made not only possible but also heavily
guided by intentional creative action merged to
technological devices.
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Implications to NOS

• Technology essentiality defines what it means
  that physics is empirical science.
• Any NOS notions should properly take into account
  technology and technological action.
• For this a new unifying view is needed for
  education.
• This also embodies and improves NOS views

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Technoscience as a view making NOS more
authentic and practical

• Techoscience amalgates the elements of physics
  education to a meaningful and appropriate,
  intrinsically coherent and reasonable unity.
• Deepens the understanding about the intertwined
  character of experimental explorations and
  theorizing (generative view)
• Allows students to see and experience science and
  science learning as an active, creative process.
• Emphasizes the intertwined character of doing and
  knowing
• Supports coherent conceptualization and concept
  formation

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Implications to educational practices

• Revision of the contents
• Highlight the simultaneous development of the
  theory underlining the experimental systems and
  instruments
• Use technoscientific viewpoint reconstructed
  historical narratives
• Revise the order of concepts introduced, to
  parallel better with physical progress as made
  available by technological capacities
• Revision of the teaching methods implement the
  ideas of technoscience trough designing of
  educational experiments
• Technoscientific design tasks (combined e.g. by
  interrupted storyline)

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Contact information

• Suvi.Tala(at)Helsinki.Fi
• Suvi Tala/Physics Teacher Education Unit,
  Department of Physical Sciences P.O. Box 64
  FIN-00014 University of Helsinki
• http//per.physics.helsinki.fi/eng/personnel/suvi_
  tala.htm