Nature of Technology: Implications for design, development, and enactment of technological tools in school science classrooms
Noemi Waight, Fouad Abd-El-Khalick
This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g. medicine, transportation, and warfare) reveal numerous parallels that help to explain these recurrent patterns. Historical analyses of major technologies reveal a conglomerate of factors that interact to produce benefits, as well as intended and unintended consequences. On a macro-scale, PoT facilitates understandings of how technologies interact and are impacted by individuals, society, institutions, economy, politics, and culture. At the micro-level, and most relevant to science education, PoT engages the inherent nature of technology along a number of key dimensions: role of culture and values, notions of technological progression, technology as part of systems, technological diffusion, technology as a fix, and the notions of expertise. Overall, the present analysis has implications for the design, development, implementation, and adoption of technological tools for use in precollege science education, and highlights the role of technology as both artifact and process.
International Journal of Science Education
Inquiry-based teaching
Nature of technology
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classroom Social Sciences 100%
warfare Social Sciences 19%
technical development Social Sciences 19%
micro level Social Sciences 19%
artifact Social Sciences 16%
expertise Social Sciences 13%
medicine Social Sciences 13%
Waight, N., & Abd-El-Khalick, F. (2012). Nature of Technology: Implications for design, development, and enactment of technological tools in school science classrooms. International Journal of Science Education, 34(18), 2875-2905. https://doi.org/10.1080/09500693.2012.698763
Nature of Technology : Implications for design, development, and enactment of technological tools in school science classrooms. / Waight, Noemi; Abd-El-Khalick, Fouad.
In: International Journal of Science Education, Vol. 34, No. 18, 12.2012, p. 2875-2905.
Waight, N & Abd-El-Khalick, F 2012, 'Nature of Technology: Implications for design, development, and enactment of technological tools in school science classrooms', International Journal of Science Education, vol. 34, no. 18, pp. 2875-2905. https://doi.org/10.1080/09500693.2012.698763
Waight N, Abd-El-Khalick F. Nature of Technology: Implications for design, development, and enactment of technological tools in school science classrooms. International Journal of Science Education. 2012 Dec;34(18):2875-2905. https://doi.org/10.1080/09500693.2012.698763
Waight, Noemi ; Abd-El-Khalick, Fouad. / Nature of Technology : Implications for design, development, and enactment of technological tools in school science classrooms. In: International Journal of Science Education. 2012 ; Vol. 34, No. 18. pp. 2875-2905.
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title = "Nature of Technology: Implications for design, development, and enactment of technological tools in school science classrooms",
abstract = "This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g. medicine, transportation, and warfare) reveal numerous parallels that help to explain these recurrent patterns. Historical analyses of major technologies reveal a conglomerate of factors that interact to produce benefits, as well as intended and unintended consequences. On a macro-scale, PoT facilitates understandings of how technologies interact and are impacted by individuals, society, institutions, economy, politics, and culture. At the micro-level, and most relevant to science education, PoT engages the inherent nature of technology along a number of key dimensions: role of culture and values, notions of technological progression, technology as part of systems, technological diffusion, technology as a fix, and the notions of expertise. Overall, the present analysis has implications for the design, development, implementation, and adoption of technological tools for use in precollege science education, and highlights the role of technology as both artifact and process.",
keywords = "Inquiry-based teaching, Learning technologies, Nature of technology",
author = "Noemi Waight and Fouad Abd-El-Khalick",
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N2 - This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g. medicine, transportation, and warfare) reveal numerous parallels that help to explain these recurrent patterns. Historical analyses of major technologies reveal a conglomerate of factors that interact to produce benefits, as well as intended and unintended consequences. On a macro-scale, PoT facilitates understandings of how technologies interact and are impacted by individuals, society, institutions, economy, politics, and culture. At the micro-level, and most relevant to science education, PoT engages the inherent nature of technology along a number of key dimensions: role of culture and values, notions of technological progression, technology as part of systems, technological diffusion, technology as a fix, and the notions of expertise. Overall, the present analysis has implications for the design, development, implementation, and adoption of technological tools for use in precollege science education, and highlights the role of technology as both artifact and process.
AB - This position paper provides a theory-based explanation informed by philosophy of technology (PoT) of the recurrent documented patterns often associated with attempts to enact technology-supported, inquiry-based approaches in precollege science classrooms. Understandings derived from the history of technological development in other domains (e.g. medicine, transportation, and warfare) reveal numerous parallels that help to explain these recurrent patterns. Historical analyses of major technologies reveal a conglomerate of factors that interact to produce benefits, as well as intended and unintended consequences. On a macro-scale, PoT facilitates understandings of how technologies interact and are impacted by individuals, society, institutions, economy, politics, and culture. At the micro-level, and most relevant to science education, PoT engages the inherent nature of technology along a number of key dimensions: role of culture and values, notions of technological progression, technology as part of systems, technological diffusion, technology as a fix, and the notions of expertise. Overall, the present analysis has implications for the design, development, implementation, and adoption of technological tools for use in precollege science education, and highlights the role of technology as both artifact and process.
KW - Inquiry-based teaching
KW - Learning technologies
KW - Nature of technology
JO - International Journal of Science Education
JF - International Journal of Science Education