Abstract
Many natural phenomena can be described mathematically in the sciences. Indeed, these mathematical descriptions are often the goal scientists seek in order to enhance the predictability of their theoretical models. In education strong connections are often made between science and mathematics. It is thus surprising that so little attention has been given by science education researchers to the mathematical aspects of science teaching and learning.
We have a big battle on our hands over the years to come, trying to raise the esteem of technology education, because its poor cousin relation relative to science as a high status subject is unhelpful to both.
Paul Gardner, Australia
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© 2004 Springer Science+Business Media Dordrecht
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Fensham, P.J. (2004). Science Education, Technology and IT. In: Defining an Identity. Contemporary Trends and Issues in Science Education, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0175-5_14
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DOI: https://doi.org/10.1007/978-94-010-0175-5_14
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1468-0
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