Technology in science education: Context, contestation, and connection

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dc.contributor.authorJones, Alister
dc.date.accessioned2013-01-06T21:55:56Z
dc.date.available2013-01-06T21:55:56Z
dc.date.copyright2012-11-23
dc.date.issued2011
dc.description.abstractThe inclusion of technology within science education has been a site of debate, classroom research, and curriculum innovation. This chapter explores the STS movement, perceptions of technology by science teachers, the introduction of technological applications in science, technological problem solving in science classrooms, technology in science curricula, defining the relationship between science and technology, and the integration of science and technology in the curriculum and classroom. Technology in science education can enhance student engagement and make a contribution to scientific literacy in its broadest sense. However, its place is still contested.en_NZ
dc.identifier.citationJones, A. (2012). Technology in science education: Context, contestation, and connection. In Second International Handbook of Science Education. (B. J. Fraser, K. Tobin, & C. J. McRobbie, Eds.) (pp. 811-821).en_NZ
dc.identifier.doi10.1007/978-1-4020-9041-7_54en_NZ
dc.identifier.isbn9781402090417
dc.identifier.urihttps://hdl.handle.net/10289/6975
dc.language.isoen
dc.publisherSpringeren_NZ
dc.relation.isPartOfSecond International Handbook of Science Educationen_NZ
dc.titleTechnology in science education: Context, contestation, and connectionen_NZ
dc.typeChapter in Booken_NZ
pubs.begin-page811en_NZ
pubs.elements-id9775
pubs.end-page821en_NZ
pubs.place-of-publicationDOI 10.1007/978-1-4020-9041-7_54en_NZ
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