The Historical Development of Vaccine Technology: Exploring the Relationship between Science and Technology

Autor/inn/en	Lee, Yeung Chung; Kwok, Ping Wai
Titel	The Historical Development of Vaccine Technology: Exploring the Relationship between Science and Technology
Quelle	In: Journal of Biological Education, 51 (2017) 2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2016.1177575
Schlagwörter	Foreign Countries; Secondary School Students; Secondary School Science; Science Education; Biology; Science History; Case Studies; Sciences; Technology; Immunization Programs; Scaffolding (Teaching Technique); Questioning Techniques; Teaching Methods; Scientific Principles; Interaction; Technology Integration; Science Curriculum; Scientific Literacy; Technological Literacy; Student Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Naturwissenschaftliche Bildung; Biologie; History of science; Wissenschaftsgeschichte; Case study; Fallstudie; Case Study; Science; Wissenschaft; Technologie; Immunisierung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Technisches Wissen; Schülerverhalten; Hongkong
Abstract	This paper examines the feasibility of using historical case studies to contextualise the learning of the nature of science and technology in a biology lesson. Through exploring the historical development of vaccine technology, students were expected to understand the complexity of the relationships between technology and science beyond the simplistic portrayal of technology as "applied science". Instructional scaffolding in the form of Socratic Dialogue and self-reflection was used to engage students in thinking about the difference in the nature of science and technology and their mutual interactions. This was followed by students' reflections on the insights they have gained from the lesson as a means to evaluate and reconstruct their own understanding if necessary. The educational implications of the findings are discussed to explore how technology could be further integrated into the school science curriculum to enhance scientific and technological literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01