During the last two decades one outstanding tendency in school education has been to integrate science, mathematics, and technology. Several documents emphasized integrating approaches as a necessary component of national education reform (American As ...
During the last two decades one outstanding tendency in school education has been to integrate science, mathematics, and technology. Several documents emphasized integrating approaches as a necessary component of national education reform (American Association for the Advancement of Science, 1993, 1998; International Technology Education Association, 1996, 2000; National Council of Teachers of Mathematics, 2000; National Science Teachers Association, 1992). The International Technology Education Association (2000) stressed the importance of technological studies [technology education] as an integrator. The ways of integration by using technology education could primarily focus upon either technology content integration, or technological process skills (e.g., problem solving skills, design, engineering ideas), or both. The technological activities include the application of mathematics and science principles to solve real world problems and help the students improve scientific inquiry skills. The purpose of this study was to develop the integrated science and technology modules to improve the students' technological and scientific literacy. Literature review was used to conduct this study. Four modules were developed and composed of real-life themes on the concepts of force, mass, pressure, design, engineering ideas. The themes were "Build a barge", "Make a pinwheel lifter", "Bridge building", and "Make a paper car". Each module consisted of 3 activities and provided the students with hands-on cooperative learning contexts. The findings of this study revealed that integrated science and technology models introduced the students with the basic inquiry skills such as observing, predicting, and communicating and the integrated inquiry skills like controlling variables and experimenting. In addition, the developed modules provided the students with the practical and meaningful activities and motivated their interests and positive attitudes. This study has several major implications for educational practice and further study. First, classroom teachers' efforts are needed to bridge the gap between practical learning and theoretical learning through the integrated technology and science modules. Second, the duplication of this study in different grade levels or other schools is needed. The study of different grade levels and of other scientific and technological concepts may help to confirm the evidence found in this study. Finally, More research-based information and evidence needs to be gathered regarding the effectiveness of the integrated science and technology modules. Integrated science and technology modules may have a positive effect on students' academic achievement as well as emotional attitudes.