11th GradeScience and Technology Standards- and Research-Based Study of a Curricular Topic

Section and Outcome

I. Identify Adult Content Knowledge

Selected Sources and Readings for Study and Reflection Current Research on Topic
IA. Science for All Americans When it comes to science and technology, there is a need for understanding the connectedness of the fields. According to the sources in Science for All Americans, adults should understand not only that the fields are connected, but a new field emerged in between the two engineering. Engineering takes the same systematic approaches to problems as the field of science does, while creating practical applications through design and production. The field of engineering has become so interdependent with the necessary studies of science, in order to produce its designs, that it is hard to separate the two fields in their own reliance upon one another. A side-effect of this fact is that technology, usually created through the field of engineering, has actually come to the point that it itself is able to motivate the sciences through its utilization and advancement. IIA: Benchmarks for Science Literacy The United States has neglected the pursuit and utilization of technology in the classroom in the past, and is just now beginning to create benchmarks in which curriculum need to be considering how technology is able to be implemented. The current goals are to find ways in which to integrate technology into the curriculum by teaching the relationships that are present between the sciences, mathematics, and engineering. The push for this comes from the realization that many students struggle with understanding the different goals of each of these fields. There also seems to be a strongly held belief that the connotation of science is positive, with the advancement of medicine and agriculture, etc. and a negative connotation associated with technology, from the term technical problems and the stigma that the media has portrayed regarding technology. IIB: National Science Education Standards Inquiry seeks to solve many of the problems generally associated with students learning about the relationships and roles of science and technology. There is a general consensus that students are able to learn much earlier on the practical and hands-on methods of technology and design, as opposed to the abstract and theoretical concepts that come with the learning of science. By introducing such standards as major design projects, which seek to actively involve students in learning the practical application of abstract ideas, the students are better able to grasp the concepts that arise in sciences. By utilizing these design projects, teachers are able to create a deep understanding in students regarding the connectedness of the fields of science and technology.

II. Consider Instructional Implications

III. Identify Concepts and Specific Ideas

IIIB: National Science Education Standards In the standards it is noted that through scientific inquiry, many times individuals from different fields contribute to the process, one such field being engineering. The cyclical effect of science benefitting from technology, while also acting as a catalyst for technological advances, is another noteworthy topic. Also, understanding the important distinctions between science and technologies purposes and goals, the former being seeking an understanding the natural world and the latter seeking to meet human needs and solve human problems. The learning goals of this topic align well with the idea that science and technology posses a cyclical pattern in which the two fields improve one another, while seeking separate goals. Also within this topic. Being able to distinguish between the goals of each discipline is an important distinction if one is to grasp how each feeds the other. Science through its study and research is capable of providing design basis and theory for technology advancement, and technological advances and devices are able to aid in scientific research.

IV. Examine Research on Student Learning

IVA: Benchmarks for Science Literacy By identifying the term technology, one is better able to understand how it influences the many different fields in which it pervades. The term began simply as knowing how to do something or perform an action, to today, including innovations that people use for specific purposes, and even activities such as agriculture and manufacturing. Research has shown that, even at the middle school level, students are not typically able to distinguish between the desired outcomes of science, finding cause and effect relationships, and engineering, where a product is created. And at the high school level the previously mentioned connotations still hold true. Because of this research it is important to address these concerns when instructing students so as to avoid impeding their advancement in these fields. In regards to the pacing of benchmarks for each grade range, based on research, they are as follows. The emphasis of tools and understanding how to follow/read directions are the main focal point of the K-2 range, giving a foundation of what basic forms of technology look like, as well as their functions (i.e. measuring tools). The continued application of these tools follows in the 3-5 grade range so as to continue defining the term technology. By the middle school years, grades 6-8, students are beginning to be given examples of real-world applications of technology, and how it influences many different career fields, so as to align with their beginning journey to discovering different career paths. By the 9-12 grade range there should be a firm foundation of a definition of technologies, as well as a basic understanding of their functions and influences. With this foundation they are able to begin applying their knowledge in the form of major design projects to get hands-on experience with their previous theoretical knowledge, as well as allow them to gain a better understanding of many abstract ideas in regards to the sciences.

V. Examine Coherency and Articulation

V: Atlas of Science Literacy Through the concept map of the concepts relating to this topic, it is more apparent as to the connections of ideas, as well as understanding at what levels each concept needs to be taught. The standout of these maps is that they focus heavily on the idea that society plays a major role in the progress, as well as topic, of research and advancement of science and technology both. The integration of history into the curriculum and prerequisite understanding plays a key role in understanding the foundational requirements. Through the historical knowledge of students, a teacher is much better able to exemplify how science and technology are so heavily dependent upon society. As technology seeks to solve practical problems, it is important to understand what society holds as practical problems at the time. This includes giving an explanation as to certain scientific and technological advances depending upon the specific time period. By understanding that the historical knowledge should already be acquired by the time a student reaches the 11th grade, it may be prudent to address such topics when introducing how science and technology relate. By bringing in that additional interdisciplinary knowledge, more students may become engaged and gain understanding, especially those who succeed in the histories and social sciences. In regards to the design portion of these concepts, it key to understand the principles behind design before it can actually be implemented. This is why standards at lower grade levels cover the design process and concepts, which are then applied at later grades in the form of major design projects. By knowing how to go about designing, or even knowing examples of design processes, students can proceed to apply their knowledge which will allow for deeper understanding of the abstract concepts of science, and how the technology relates to it.

VI. Clarify State Standards and District Curriculum

VIA: State Standards: The state standards make mention of explaining science and its methods, in SC.912.N.1.2, which aligns with the topic goal of understanding what the goals of science are. In order to implement this standard into the lesson, the addition of understanding the contrast between science and technologys goals as well as processes would need to be implemented. Through my investigation of the previous sections, it has become more apparent that the standards do not sufficiently cover this topic. There is very little evidence of the state of Florida trying to integrate technology into the science curriculum through its standards and curriculum guides. The intent of the topic is to show students how the field of science and technology influence one another and the previous research that the United States has been lacking in putting forth curriculum with technology integrated into the learning is backed up by the clear lack of standards to implement this learning.

VIB: District Curriculum Guide or Instructional Materials: The district focuses mainly on the use of technology in the sciences, and the standards in the curriculum guide only require such uses as the internet for publishing writings/argumentation and understanding which situations require technology for graphing information when hand drawing is insufficient. There is nothing in regards to understanding the relationship between science and technology, much less a standard for design projects which require an understanding of technology. I believe that the gap in this curriculum guide is the lack of design projects, as well as any sort of study on technology and how it impacts the field of science, in this case specifically chemistry.