Science and Technology in Secondary Education
What is technology?
What is technology
The technology is defined as the set ofknowledge and skills which, when applied in a logical and orderly, enable humans tomodify their material or virtual to meet your needs environment , that is, a combined process of thought and action in order to create useful solutions.
Technology responds to the desire and will of people to transform our environment, transform the world around us looking for new and better ways to satisfy our desires. The motivation is the satisfaction of needs or desires, theactivity is the development, the design and the execution and theproduct resulting goods and services, or methods and processes.
| Technology | ||
| Motivation | Activity | Product |
| Satisfaction of needs and desires. | Design, creation, construction, execution. | Goods, services, methods and processes. |
This human activity and its resulting product is what we call technology.Thanks to it we have multiple systems that allow us, for example, to communicate, move, dress, feed or manufacture new objects.
Relationship between Science and Technology
It is quite common to confuse technology with applied science, defining technology as something subordinated to scientific activity, however, it is one of the most widespread topics on the nature of technological activity.
In the first place, the motivation, activity and products of science and technology are different. The motivation of science responds to the desire of people to know and rationally understand the world around us and the phenomena related to it, activity is research and the resulting product is scientific knowledge.
Secondly, while it is true that technology uses scientific knowledge, it is also based on experience, often uses empirical knowledge and takes into account many other factors, such as the practical aspects of construction or industrial production, the modes and means of production, the economic feasibility, the adaptation of the product to the customs of the user, the acceptance that the product may or may not have in the public, etc. In addition, technology is, above all, linked to things, physical or virtual, that the human being does, to artificial things.
In addition, it must be said that science also uses technology, because it is necessary to advance research. It is not possible to develop technology without advancing scientific knowledge, just as it is not possible to do science without the contribution of the necessary equipment and systems for research. The relationship, therefore, is not of subordination, but of complementarity. In the contemporary world, Science and Technology are linked by a very large interdependence relationship, but the activities linked to one and the other are substantially different and complementary to each other.
R + D + i (Research, Development and Innovation) is the activity in which science and technology work together to achieve a common goal.
In the first place, the motivation, activity and products of science and technology are different. The motivation of science responds to the desire of people to know and rationally understand the world around us and the phenomena related to it, activity is research and the resulting product is scientific knowledge.
| Science | ||
| Motivation | Activity | Product |
| Craving for knowledge | Scientific investigation. | Scientific knowledgePublications |
Secondly, while it is true that technology uses scientific knowledge, it is also based on experience, often uses empirical knowledge and takes into account many other factors, such as the practical aspects of construction or industrial production, the modes and means of production, the economic feasibility, the adaptation of the product to the customs of the user, the acceptance that the product may or may not have in the public, etc. In addition, technology is, above all, linked to things, physical or virtual, that the human being does, to artificial things.
In addition, it must be said that science also uses technology, because it is necessary to advance research. It is not possible to develop technology without advancing scientific knowledge, just as it is not possible to do science without the contribution of the necessary equipment and systems for research. The relationship, therefore, is not of subordination, but of complementarity. In the contemporary world, Science and Technology are linked by a very large interdependence relationship, but the activities linked to one and the other are substantially different and complementary to each other.
R + D + i (Research, Development and Innovation) is the activity in which science and technology work together to achieve a common goal.
Science and Technology in Secondary Education
The educational system is structured in a series of subjects, and the set of science and technology subjects are conceived within the scientific-technological field in the ESO, and denote the Modality of Sciences and Technology in the Baccalaureate, addressing among all a global and complete science and technology education.
However, the proposal made in the LOMCE practically eliminates the presence of Technology at all educational levels, abandoning the technological understanding of the education of students and, consequently, fostering technological ignorance in the next generations of citizens and citizens, and hindering orientation towards higher technical studies.
Scientific knowledge would also be damaged. Failure to conceive a scientific-technological field and only address scientific matters would be detrimental to science education, because, in addition to showing the relationships between science and technology, would stop teaching to apply many scientific knowledge and mathematical procedures in situations and contexts technological aspects of daily life.
However, the proposal made in the LOMCE practically eliminates the presence of Technology at all educational levels, abandoning the technological understanding of the education of students and, consequently, fostering technological ignorance in the next generations of citizens and citizens, and hindering orientation towards higher technical studies.
Scientific knowledge would also be damaged. Failure to conceive a scientific-technological field and only address scientific matters would be detrimental to science education, because, in addition to showing the relationships between science and technology, would stop teaching to apply many scientific knowledge and mathematical procedures in situations and contexts technological aspects of daily life.
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