Links between the Science Curriculum and Technology Curriculum
Links between the Science Curriculum and Technology Curriculum
Science as a Human Endeavor
Science Inquiry Skills
Provides empirical way of answering interesting and important questions about the:
'The science curriculum should foster an interest in science and a curiosity and willingness to speculate about and explore the world' (National Curriculum Board 2009).
'The aim of the Australian science curriculum is to provide students with a solid foundation in science
knowledge, understanding, skills and values on which further learning and adult life can be built (National Curriculum Board 2009).
Students are given the tools (through science curriculum) to pose and answer difficult ethical and social questions and issues with sound mind, rationality along with providing reasoning for their standpoint (National Curriculum Board 2009).
What is the Science Curriculum for?
(Teaching and Learning in South Australia 2013).
What they For?
(Teaching and Learning in South Australia 2015).
Technology curriculum contributes to students ability to create preferred futures. This is the overarching idea for the curriculum.
Literate, Numerate, Digital Demands
'Numeracy skills enable students to analyse technologies and design questions. This includes: using number to calculate, measure and estimate; interpreting and drawing conclusions from
statistics; measuring and recording throughout the process of idea generation; developing, refining and testing concepts; and costing and sequencing when making
products and managing projects' (Australian Curriculum Assessment and Reporting Authority 2012).
'Many elements of numeracy are evident in the Australian Curriculum: Science, particularly in Science Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations' (Australian Curriculum Assessment and Reporting Authority 2010a)
Integrating ICT into Austalian Curriculum:Science
(ELB Global 2013).
The ICT general capability assists students to become effective users of ICT, the Digital Technologies curriculum assists students to become confident developers of information solutions by applying computational thinking and explicitly learning how digital technologies work (Australian Curriculum Assessment and Reporting Authority 2012).
Science encompasses the literacy demands as a high priority is put on accurate communication (National Curriculum Board 2009). Within Science ' students will need to be able to describe objects and interpret descriptions, read and give instructions, explain ideas to others, write reports and participate in group discussions' (National Curriculum Board 2009).
Technology encompasses the literate demands as students comprehend, respond to and compose a range of visual and
digital texts. Students learn how to communicate ideas, concepts and detailed proposals to a variety of audiences; recognise how language can be used to manipulate meaning and read and interpret detailed written instructions for specific
technologies (Australian Curriculum Assessment and Reporting Authority 2012).
What are the best pedagogical strategies for these curriculum's?
Critical thinking is ideal for both the technologies curriculum and science curriculum as students can own their learning and become active learners as opposed to passive learners (The Critical Thinking Community 2015).
Both curriculum's require a hands on based for the majority of content descriptors. Allowing students time and space to complete these hands on inquiry tasks benefit both their their and their enjoyment of the subject (National Curriculum Board 2009).
Inquiry Learning is imperative for both curriculum's as both curriculum's aim to foster an interest (National Curriculum Board 2009) and encourage students to create the irpreferred futures. 'Inquiry ... requires more than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit, and study. It is enhanced by involvement with a community of learners, each learning from the other in social interaction.” (Kuklthau, Maniotes & Caspari, 2007 cited in Gunson n.d.)
ICT (General Capability) helps students to become effective
of digital technologies
Digital Technologies help students to become confident
of digital solutions
Why teach these curriculum's?
'Technologies enrich and impact on the lives of people, cultures and societies globally. It is important that as a nation we make connections between creativity, technologies
and enterprise as a catalyst for twenty-first century innovation' (Australian Curriculum Assessment and Reporting Authority 2012).
'Science provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science’s contribution to our culture and society, and its applications in our lives' (Australian Curriculum Assessment and Reporting Authority 2016).
What is the content within these curriculum's?
In the practice of science, the three strands of science understanding, science as a human endeavour and science inquiry skills are closely integrated; the work of scientists reflects the nature and development of science, is built around scientific inquiry and seeks to respond to and influence society’s needs. Students’ experiences of school science should mirror and connect to this multifaceted view of science (Australian Curriculum and Assessment Reporting Authority 2010b)
Design and Technologies
(ACARAeduau 2016a) & Digital Technologies
Both The Science and Technology Curriculum's coexist within one another
'Use of digital technologies (in science) can help to engage and maintain the interest of students provided that the context of their use is relevant and interesting' (National Curriculum Board 2009).
'Science knowledge has often led to applications in society iin the form of technologies and their products. In turn, developments in technology have made possible
new ways for scientists to explore and further understand the world' (National Curriculum Board 2009).
STEM (Science, Technology, Engineering & Maths)
STEAM (Science, Technology, Engineering, Arts and Maths)
Address contemporary issues
View and Understand real world applications
Through both curriculum's students understand the value of planning and reviewing when problem solving, reviewing, prototyping, experimenting and hypothesizing (Australian Curriculum Assessment and Reporting Authority 2012).
Both Technologies and Science shape the world of today and in the furture
Critical and Creative Thinking
Melbourne Declaration Goal 2 - ' All young Australians become successful learners, confident and creative individuals, and active and informed citizens' (MCEETYA 2008).
The underpinning values of both curriculum's can be aligned with that of a Christian worldview. Proverbs 2:2-5 speaks about seeking insight and understanding like it is silver and hidden treasures in that it is valuable and needed to know ourselves and to find the knowledge the God has provided for us.