Teaching and learning science and mathematics through technology practice
Ritchie, S.M. and Norton, S. (2009) Teaching and learning science and mathematics through technology practice. In: Jones, A. and de Vries, M., (eds.) International handbook of research and development in technology education. Sense Publishers, Rotterdam, The Netherlands, pp. 419-430.
In this chapter we review studies of the engagement of students in design projects that emphasise integration of technology practice and the enabling sciences, which include physics and mathematics. We give special attention to affective and conceptual outcomes from innovative interventions of design projects.
This is important work because of growing international concern that demand for professionals with technological expertise is increasing rapidly, while the supply of students willing to undertake the rigors of study in the enabling sciences is proportionally reducing (e.g., Barringtion, 2006; Hannover & Kessels, 2004; Yurtseven, 2002). The net effect is that the shortage in qualified workers is having a detrimental effect upon economic and social potential in Westernised countries (e.g., Department of Education, Science and Training [DEST], 2003; National Numeracy Review Panel and National Numeracy Review Secretarial, 2007; Yurtseven, 2002). Interestingly, this trend is reversed in developing economies including China and India (Anderson & Gilbride, 2003).
|Publication Type:||Book Chapter|
|Copyright:||2009 Sense Publishers|
|Notes:||Series Title: International Technology Education Studies; No. 5|
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