Introduction to Science and Technology

Module 1: The Nature and Interaction of Science, Technology, and Society (core)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

describe what science is and how it evolved
identify the methods and principles of science
apply the methods and principles of science to specific questions
describe what technology is and how it evolved
identify problem-solving strategies used in the development of a technology
apply problem-solving strategies to a specific technological activity
distinguish between fact and opinion
demonstrate an appreciation that issues are influenced by people's values
identify and analyse the interrelationships among science, technology, and society
apply a decision-making model to science, technology, and society issues
demonstrate an awareness that today's science and technology decisions will influence the future of society
describe the major factors influencing society with respect to science and technology and describe their relative importance

Suggested Instructional Strategies

Present students with situations that help them understand the essential steps in scientific experimentation and research (hypothesis, design of controlled experiments, prediction, repeated testing for generalization and reliability, representation and analysis of data, conclusions, further questions).
Have students experience the process of science by providing them with simple experiments, or by allowing them to design their own.
Have students write up laboratory reports.
Invite a scientist to visit the classroom to discuss science and scientific research, both individual and team research.
Identify the scientific principles behind the evolution of technology and behind particular technologies (e.g., the basics of electricity, matter, or energy).
Organize a field trip to a museum of old technology (e.g., agricultural equipment, mining technology). Have students track the historical development of a technology they have seen in an earlier form.
Have students explore an example of old technology by dismantling it and identifying its components (e.g., an early telephone, computer, or bicycle). Have students identify the replacements or improvements that have taken place as a result of technological advances (e.g., analog clocks replaced by digital, the use of new materials).
Discuss using examples of the problem-solving strategies used in the development of technology, including discovery, trial and error.
Write the words fact and opinion on the board or an overhead transparency. Ask students to brainstorm definitions of each and come up with a class definition.
Have students brainstorm all the ways in which individuals and groups in society can influence technological and scientific development. Then have them discuss which ways appear to be most effective, most ethical, or most pervasive.
Brainstorm a list of major social concerns with the class then have them develop a process of change to address one of the issues.

Suggested Assessment Strategies

If students will be creating collections of work or logs for assessment, it is important that they know the criteria to be used. If possible, they should be involved in developing the assessment strategies and criteria. Try to provide a collection of previous work to indicate expected standards.
Using a checklist, observe students' participation in brainstorming and discussion and their ability to work in teams.
Have students develop criteria and a rating scale for assessing each other's presentations.
Assess individual and group written assignments using a holistic or analytic rating scale.
Have conferences with students about the contents of their work collection.
Assess accuracy of students' answers to a short quiz on the scientific method, scientific principles, the steps involved in problem-solving, distinguishing between fact and opinion, and the collection and representation of data.
Assess students' involvement in problem- solving activities (i.e., developing a strategy, suggesting a number of alternatives, analysis of the alternatives, choosing one, testing the results).
Assess students' laboratory reports for clarity, their process of analysis (hypothesis, variables, data, observations, conclusions) and their presentation of data.
Assess the charts produced in students' group work for the number of issues described, a description of the technological tool or process, implications, and a cost/benefit analysis

Recommended Learning Resources

Video

Software

Graph Wiz

Print

Table of Contents

Maintained by: Science and Technology Coordinator

Revised: January 27, 1999

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