Welcome! This page provides perspectives, general practices and links to resources for helping students to develop expertise for judging ideas (e.g., conducting empirical inquiries) regarding knowledge building in science & technology. As with everything on my site, if you have comments, questions, suggestions, resource ideas, etc. about anything here, please write to me about them. Thanks.
science & technology (S&T) have, clearly,
generated many and
products — including, much
knowledge in such categories as cell &
molecular biology, particle
physics and inorganic chemistry. Using
such knowledge and contributing
to it are seemingly endless technological
innovations including, for
example, many electronic devices,
and recreational equipment that are part
of the daily lives
of many people. A question that needs to be asked
about all of these products is, however, 'To what extent
and in what
ways are such products "good"?' This is a highly
Much of the knowledge that has been generated has been
judged to be
extremely 'good' by many people. Few would argue, for
example, with the
'goodness' of science knowledge that has contributed to
many of the
technological innovations (not to say that technology
always or wholly dependent on science knowledge building)
people believe have been beneficial, such as technologies
water, various surgical techniques and organic crop
structures for sheltering people, etc., etc.
||However, there are at least two general reasons to place some doubt in all such products: i) for various reasons, they have changed over time and ii) evidence and opinion have suggested that many S&T products have considerable harm to individuals, societies & environments. A significant factor related to both of these issues is that knowledge building in science & technology is not neutral. It is not purely 'logical' or even always logically efficient. Humans make errors and, while many scientists and technologists attempt to eliminate error, there always seems to be room for more human error. More importantly, perhaps, it is clear that power to control knowledge building in science & technology is not equally distributed amongst members of societies. Indeed, it is apparent that much science and technology knowledge building is controlled by and mainly beneficial to small fractions of societies — mainly, although not exclusively, based on their socio-economic wealth. For such reasons, all students need to develop a 'questioning' attitude and, more importantly, expertise for judging processes and products of science & technology.|
Based on the pedagogy outlined at Skills Pedagogy, specific suggestions for helping students to develop skills they could use for expressing ideas are provided through the links at right (which lead to separate pages). Note that no resources are provided for the 'Students Apply Skills' phase, since they would do that in the 'Judging Ideas' phase of my constructivism-informed pedagogical framework.
Data Processing (TBA).