Design projects that integrate science and technology
Norton, Stephen J., Ritchie, Stephen M., & Ginns, Ian S. (2007) Design projects that integrate science and technology. In Dawson, Vaille & Venville, Grady (Eds.) The art of teaching primary school science. Allan & Unwin, Crows Nest, NSW, pp. 202-215.
One of the main reasons primary teachers give for not teaching science is the lack of time in the school curriculum to cover all Key Learning Areas (KLAs) in depth. Thus, by integrating science and technology in design activities there can be a saving in time. Integrating science and technology also can stimulate student interest in science, help student learning with deeper understanding, and develop thinking structures including reflection and metacognition. In this chapter we aim to describe the subtle differences between science and technology, justify the integration of science and technology in design activities, and illustrate how to plan integrated science and technology units of work.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 Allan & Unwin|
|Deposited On:||25 Aug 2008 00:00|
|Last Modified:||03 Mar 2011 05:37|
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