The Relationship Between Educational Material and the Teaching of Science and Technology

Abstract

Educating proficient users of technology who are capable of making the right decisions on scientific advances that have an impact on society requires teaching strategies that are appropriate for the study of scientific and technological concepts and their applications. This study examines at the impact of using innovative educational material in the classroom to improve the teaching-learning process for certain scientific and technological concepts associated with energy. Five schools in the city of Duitama (Colombia) were selected for the pilot tests. The sample included 450 students in elementary grades three to five and 17 teachers. A class plan was developed based on the use of teaching aids. The first point involved a theoretical explanation of the concept to be studied and its application, followed by an explanation of the prototype to be used, indicating its care and possible management, as well as its relationship to the theoretical concepts imparted earlier. Interestingly, before the material was applied, less than 20% of the students correctly identified the scientific and technological concepts, as opposed to 60% after the activity. As to the teachers, although they all use traditional aids, such as posters, guides, books and the computer, none of them use material specifically designed to impart technological concepts.