ABSTRACT

The increased emphasis on implementing effective integrated STEM education calls for in-depth student understanding of the nature of each separate discipline. This study examined how South African Grade 9 and 10 students who had completed ‘Natural Sciences and Technology’ as a school subject, perceived technology and its relationship with science in a South African context. Data were collected using a questionnaire with open-ended and Likert-type questions. We utilised Mitcham’s typology of technology to analyse students’ descriptions of technology, in combination with Gardner’s framework to analyse how students perceived the relationships between science and technology. The results indicate that students hold narrow views of technology, mostly referring to technological objects and activities in their descriptions of technology, but neglecting technology as knowledge and volition. In terms of their perceptions of the relationship between science and technology, students hold several misconceptions. If we are to develop students’ scientific literacy and technological capability, we need to ensure that students have opportunities to reflect and engage with the nature of and interactions between science and technology.

摘要

越来越强调实施有效的综合 STEM 教育，要求学生深入了解每个独立学科的性质。本研究调查了完成“自然科学与技术”作为学校科目的南非 9 年级和 10 年级学生如何在南非背景下感知技术及其与科学的关系。使用带有开放式和李克特类型问题的问卷收集数据。我们利用 Mitcham 的技术类型学来分析学生对技术的描述，并结合 Gardner 的框架来分析学生如何感知科学与技术之间的关系。结果表明，学生对技术持有狭隘的看法，在他们对技术的描述中大多指的是技术对象和活动，但忽视了作为知识和意志的技术。在对科学与技术关系的认知方面，学生有几个误解。如果我们要培养学生的科学素养和技术能力，我们需要确保学生有机会反思和参与科学技术的本质和相互作用。