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High School — Science
Science and Technology

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    Science and Technology

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      Overview: Talking with Teachers about Science and Technology

      Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill to design and construct devices. In addition, they should develop the processes to solve problems, and understand that problems may be solved in several ways.

      Students learn that the interaction between society and technology has an impact on their lives, economy, ethical standards, environment and culture. They also learn that technology may have unintended consequences which may be helpful or harmful. Students evaluate the impact of products or systems by gathering and synthesizing information, analyzing trends and drawing conclusions. Students analyze technological issues and the implications of using technology (Technology Academic Content Standards: Technology and Society Interaction, Standard 2).

      Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Relevant information is selected, analyzed and synthesized to generate a finished product (Technology Academic Content Standards: Technology and Information Literacy, Standard 5).

      Students learn that humans have made modifications to the natural world to satisfy their own needs and wants. Students understand how, through the design process, the resources: materials, tools and machines, information, energy, capital, time and people are used in the development of products and systems. Students identify and assess the historical, cultural, environmental, governmental and economic impacts of technological systems in the designed world (Technology Academic Content Standards: Designed World, Standard 7).

      The content in this Teaching Tool is based on the OH Science Academic Content Standards and is mindful of the types of questions asked to date on the Ohio Graduation Test (OGT). While there are various suggestions and activities for working with students, this Teaching Tool is designed to complement a rigorous, research-based curriculum, not to substitute for one.

      Additional Sources

      American Association for the Advancement of Science. Benchmarks for Science Literacy. Oxford University Press, 1993.

      American Association for the Advancement of Science. Atlas of Science Literacy. Washington, D.C.: Oxford University Press, 2001.

      Driver, Rosalind, et al. Making Sense of Secondary Science: Research into Children's Ideas. New York: Routledge, 1994.

      Hazen, Robert M. and James Trefil. Science Matters: Achieving Scientific Literacy. New York: Anchor Books, 1992.

      National Academy of Sciences. National Science Education Standards. Washington D.C.: National Academies Press, 1995.

      National Research Council. America's Lab Report: Investigations in High School Science. Washington, D.C.: National Academies Press, 2006.

      Technology Academic Content Standards. Ohio Department of Education. 2006.

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