Technology Knowledge: High School Science Teachers’ Conceptions of the Nature of Technology

Waight, Noemi

doi:10.1007/s10763-013-9452-6

Cited by 17 publications

(10 citation statements)

References 31 publications

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“…Regarding the nature of technology, teachers in Perspective 2 showed positive perceptions, and it is seen that they shared the idea that technology is dependent on society for advancement. These findings coincide with the related literature which states societies as having positive perspectives towards technology and shaping it (Johnson & Wetmore, 2009;Kruse, 2013a;Saviotti, 2005;Waight, 2014). In Waight's (2014) study, for example, science teachers' conceptions about the nature of technology was examined through interviews, and findings resulted in three main themes: (a) technology improves and make life easier; (b) technology is the artifacts which function to accomplish tasks; and (c) technology is the representations of advances in civilization, indicating that they had an optimistic view of technology in terms of its purpose, function, and outcomes.…”

Section: Discussionsupporting

confidence: 91%

“…Although there are studies in the related literature focusing on students' (e.g., Constantinou et al, 2010;DiGironimo, 2011;Fernandes et al, 2017;Kruse, 2013b) and teacher candidates' (e.g., Koç, 2013;Leatham, 2007) understanding of the nature of technology, studies examining teachers' understanding is rare (e.g., Waight, 2014). The nature of technology perceptions of students at different grade levels are important.…”

Section: Problem Of Researchmentioning

confidence: 99%

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Science teacher’s perceptions of the nature of technology: a Q-methodology study

Türkoğlu

Aydın

Eş

2021

Int J Technol Des Educ

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Section: Discussionsupporting

confidence: 91%

Section: Problem Of Researchmentioning

confidence: 99%

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Türkoğlu

Aydın

Eş

2021

Int J Technol Des Educ

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“…They found that 14,5% of preschool teachers developed negative metaphors about technology while the rest of the teachers had positive metaphors along with various categories. Waight (2014) particularly draws attention to the conceptualization of technology in science teacher training and professional development in science education. Because teachers educate individuals of an information society, they must keep up with changes and gain the knowledge and skills about technology brought by the information age.…”

Section: Metaphorsmentioning

confidence: 99%

Metaphoric Perceptions of Preservice Teachers Regarding Technological Change

Aydın¹,

Demir²,

Aksüt³

2021

IJTES

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The purposes of this study were to determine metaphoric perception of preservice teachers from different fields regarding technological change and to examine the differences and similarities between perceptions of preservice teachers (1st and 4th grades). This study employed single case (holistic) study as a qualitative approach. Participants consisted of 445 preservice teachers who have continued their education in different programs in 2019-2020 academic year in Faculty of Education. After informing participants about metaphor technique and its applications, each participant was asked to fill out a structured form. The structured form included a prompt: “Technological change is like ......, because......”. Content analysis technique was employed to analyze the data. Content analysis included developing conceptual categorization and themes based on the reasoning of metaphors. Results showed that most of the participants had similar metaphoric perception regarding technological change, considering “metaphoric categories” and “conceptual categories.” However, “metaphoric categories” and “metaphoric concepts” had similarities and differences by year. And, “technological change as societal/cultural interaction” theme emerged from the analysis. This theme consisted of two categories (influencer and influenced) and these two categories were grouped in three sub-categories. Overall, the results indicate that preservice teachers’ perceptions of “technological change” concept had some variations.

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“…인간의 활동 속에서 구성되는 기술적 도구는 문화적 실체 (cultural entity)이기 때문에, 문화적 가치와 생활양식에 따 라 새로운 기술이 적용되거나 투사되는 모습이 다를 수 있 음 (Hong, 2010;Pacey, 1983;Waight, 2013).…”

Section: 문화적 맥락과 가치의 역할unclassified

“…기술은 하나의 독립적인 성분이 아니라 다양한 요소들(예: 다양한 기술적 인공물, 인적 요소, 조직적· 사회적 요소, 과학지식 및 연구프로그램, 자연자원 등)이 모인 역동적인 시스템임 (Arthur, 2009;Hughes, 2012;ITEA, 2000;Pacey, 1983;Waight, 2013 …”

Section: 시스템으로서의 기술unclassified

Analysis of Students' Socioscientific Decision-Making from the Nature of Technology Perspectives

Lee¹,

Lee²

2015

Journal of The Korean Association For Research In Science Educa

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Since socioscientific issues (SSI) reflect various characteristics of new technologies designed to meet the incessant human needs in the contemporary society, this study explores the feasibility of adapting nature of technology (NOT) to analyze students' socioscientific decision-making. To achieve the aim, forty-five college students enrolled in a liberal arts course on science and technology studies participated in the study and responded to a GMO (golden rice) scenario in a written form. Four major viewpoints were identified from their writing: 1) is the technological artifact able to solve a societal problem?, 2) are there some alternatives to solve the societal problem?, 3) what kinds of side effects or flaws could turn up during distribution and consumption of the technological artifact?, and 4) can we cope with the technological uncertainty? We revisited the viewpoints within the NOT framework (technology as a 'fix,' cultural context and role of values, technological trade-offs, technology as a system, and technological progression). As a result, unlike NOS, NOT were quite explicitly represented in their decision-making and students' level of understanding on NOT varied. It indicates that NOT can be a promising construct for cultivating informed SSI decision-making.

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Technology Knowledge: High School Science Teachers’ Conceptions of the Nature of Technology

Cited by 17 publications

References 31 publications

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Science teacher’s perceptions of the nature of technology: a Q-methodology study

Metaphoric Perceptions of Preservice Teachers Regarding Technological Change

Analysis of Students' Socioscientific Decision-Making from the Nature of Technology Perspectives

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