The Nature of Technology

Cullen, Theresa; Guo, Meize

doi:10.1007/978-3-030-57646-2_2

Cited by 6 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, in some cases, technology may relate to science as a tool to collect data, but on other occasions, as a product of an engineering design task; these two conceptions do not interfere with one another but could be complementary. This reflects the ongoing tension in the literature related to technology and its place and purpose within integrated STEM education [63,64], although it must be noted that teachers focused primarily on students' use of technology. Knowing that these connections were not always clear and teachers could potentially hold contrasting, yet complementary, conceptions of a given disciplines suggests that the nature of integration across disciplines may very well vary among classrooms and even across different activities or lessons.…”

Section: The Multiplicity Of Conceptions and Connectionsmentioning

confidence: 98%

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

et al. 2021

View full text Add to dashboard Cite

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction. This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms. Our findings show that all teacher participants viewed STEM education from an integrative perspective that fosters the development of 21st century skills, using real-world problems to motivate students. Our findings also reveal that teachers have varying ideas related to the STEM disciplines within integrated STEM instruction, which could assist teacher educators in preparing high-quality professional development experiences. Findings related to real-world problems, 21st century skills, and STEM careers provide a window into how to best support teachers to include these characteristics into their teaching more explicitly.

show abstract

Section: The Multiplicity Of Conceptions and Connectionsmentioning

confidence: 98%

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Within the framework of STEM education, researchers hold various perspectives on the definition of technology and the potential roles it plays in K-12 STEM instruction [48,49]. Some perspectives deem technology as any educational or instructional technology that is used to enhance teaching or learning [48].…”

Section: The Role Of Technology In Supporting Inquiry-based Teaching ...mentioning

confidence: 99%

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

Ingram,

Hill,

Harshbarger

et al. 2024

Education Sciences

View full text Add to dashboard Cite

School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lack the necessary knowledge, skills, and instructional support to enact technology-rich, garden-based STEM learning experiences. The Garden TOOLS program was designed to support teachers in leveraging technology to support inquiry-based teaching (IBT) in outdoor learning spaces. In this paper, we examine the impact of combining Garden TOOLS professional development workshops with lesson plan implementation in a practicum setting on elementary pre-service teachers’ (PSTs) science teaching self-efficacy. We administered the STEBI-B pre- and post-intervention and assessed change in the STEBI-B subscales, personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE). Participants included thirty-nine elementary PSTs enrolled in a 300-level science methods course in the rural Midwest. Garden TOOLS professional development workshop participants saw a statistically significant increase from pre- to post-workshop in their PSTE. Participants who also implemented the Garden TOOLS lesson showed both an increase in PSTE and STOE.

show abstract

“…This situation can be considered as an indicator of the penetration of technology in our lives, our environment and even our understanding of the future. At this point, as Cullen and Guo (2020) states, the nature of technology becomes important as we develop our way of knowing and use technology to find solutions in the fields of science, engineering and mathematics. It is, on the other hand, difficult to think on technology since people often look at it from different perspectives.…”

Section: Introductionmentioning

confidence: 99%

“…Similar to the nature of science, views on technology are shaped by experiences and culture as well (Cullen & Guo, 2020). The role of technology is not only closely related to people's lives, but there are also important implications in the field of education.…”

Section: Introductionmentioning

confidence: 99%

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

Türkoğlu

Aydın

Eş

2021

Int J Technol Des Educ

View full text Add to dashboard Cite

The Nature of Technology

Cited by 6 publications

References 17 publications

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

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

Contact Info

Product

Resources

About