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Technology in Science Education: Context, Contestation, and Connection

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

The 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.

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Author information

Authors and Affiliations

  1. School of Education, University of Waikato, Hamilton, New Zealand

    Alister Jones

Authors
  1. Alister Jones
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Correspondence to Alister Jones .

Editor information

Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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© 2012 Springer Science+Business Media B.V.

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Jones, A. (2012). Technology in Science Education: Context, Contestation, and Connection. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_54

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