Assignment: 01Course Code: 8638Question #1: Explain relationship of Science with technology. How do you look changing role of teacher withemergence of teaching?Answer:Relationship of Science with technology: Science, technology and innovation each represent a successively larger category of activities which are highly interdependent but distinct. Science contributes to technology in at least six ways:1: New knowledge which serves as a direct source of ideas for new technological possibilities;
2: Source of tools and techniques for more efficient engineering design and a knowledge base for evaluation of feasibility
of designs;
3: Research instrumentation, laboratory techniques and analytical methods used in research that eventually find their way into design or industrial practices, often through intermediate disciplines;
4: Practice of research as a source for development and assimilation of new human skills and capabilities eventually useful for technology;
5: Creation of a knowledge base that becomes increasingly important in the assessment of technology in terms of its wider social and environmental impacts;
6: Knowledge base that enables more efficient strategies of applied research, development, and refinement of new technologies. Middle school students struggle with differentiating between science and technology. “Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account.”
Changing role of teacher with emergence of teaching: Teachers work in increasingly complex and diverse settings and they have very different and changing professional learning needs. At the heart of redesigning our education system is a dramatic need for schools and teachers to prepare our students for a future characterised by change and uncertainty on a scale not previously experienced. This shift requires us to redefine the core business of schools and the role of teachers within them.
In New Zealand, and other nations, this shift is marked by a move from a "one-size-fits-all" approach of delivering and receiving knowledge, to an approach that honours the individual A and their diversity. While considerable effort has been spent identifying and describing a changing model for learners, what does this mean for the core role of the teacher? A traditional view of the teacher's role is as a giver of knowledge. Teachers share knowledge with students on a particular subject, through lessons that build on their prior knowledge and moves them toward a deeper understanding of the subject. Supporting this view are underpinning beliefs about knowledge as being 'fixed' and able to be transferred.
2: Source of tools and techniques for more efficient engineering design and a knowledge base for evaluation of feasibility
of designs;
3: Research instrumentation, laboratory techniques and analytical methods used in research that eventually find their way into design or industrial practices, often through intermediate disciplines;
4: Practice of research as a source for development and assimilation of new human skills and capabilities eventually useful for technology;
5: Creation of a knowledge base that becomes increasingly important in the assessment of technology in terms of its wider social and environmental impacts;
6: Knowledge base that enables more efficient strategies of applied research, development, and refinement of new technologies. Middle school students struggle with differentiating between science and technology. “Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account.”
Changing role of teacher with emergence of teaching: Teachers work in increasingly complex and diverse settings and they have very different and changing professional learning needs. At the heart of redesigning our education system is a dramatic need for schools and teachers to prepare our students for a future characterised by change and uncertainty on a scale not previously experienced. This shift requires us to redefine the core business of schools and the role of teachers within them.
In New Zealand, and other nations, this shift is marked by a move from a "one-size-fits-all" approach of delivering and receiving knowledge, to an approach that honours the individual A and their diversity. While considerable effort has been spent identifying and describing a changing model for learners, what does this mean for the core role of the teacher? A traditional view of the teacher's role is as a giver of knowledge. Teachers share knowledge with students on a particular subject, through lessons that build on their prior knowledge and moves them toward a deeper understanding of the subject. Supporting this view are underpinning beliefs about knowledge as being 'fixed' and able to be transferred.
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