Open Conference Systems, 11th DATTArc-ICTE-TENZ-ITEEA 2022

Font Size: 
Developing practice for enhances students' ability to evaluate a technology
Keita Sera, Jun Moriyama

Building: BUILDING C
Room: Breakout Room C614 ♦︎
Date: 2022-12-10 10:40 AM – 11:15 AM
Last modified: 2022-11-22



With the development of technology recently, the two-sided nature of technology (pros and cons) has diversified. Besides, many problems associated with technology are created by our technological choices. Therefore, people should properly assess and make decisions about the complex impacts of technology on society.

Student debates on technological issues can spark thoughtful discussion on the impacts of technology. Standards for Technological and Engineering Literacy (STEL) (ITEEA, 2020) describes a study discussing the prospect of driverless vehicles as a practical example of critical thinking.

Regarding the method of teaching discussions about technology, Sera (2017), for example, found that students' decision-making differs depending on the characteristics and objectives of the technology to be evaluated. Therefore, this previous study argued for the need to devise instructional methods that allow students to be aware of the ideas of each person with an approval or disapproval opinion (Sera, K. et al., 2017).

In this study, we focused on genetic modification technology and attempted to implement practices to develop students' technology evaluation skills. The teaching strategy was based on the findings of the previous study (Sera, K. et al., 2018) Concretely, the instructional strategy incorporated the "Production/Economic Perspective," which influences approval decision-making, and the "Consumption/Society Perspective," which influences disapproval decision-making. Regarding the "Production/Economic Perspective," we held a tomato growing contest to improve yield and sugar content. In the "Consumption/Society Perspective," students learned about ethical considerations such as safety and legal regulations. In addition, students had discussions with other students who had different ideas.

As a result of the practice, the subjects of this practice (n=104) had significantly higher mean values for the technological evaluation points of view (Moriyama, J. et al., 2004) compared to students of the same grade who did not take the class (n=158).



技術的な問題についての学生の議論は、技術の影響についての思慮深い議論を引き起こす可能性があります。Standards for Technological and Engineering Literacy(STEL)(ITEEA、2020)は、批判的思考の実際的な例として、自動運転車の展望について論じた研究について説明しています。

たとえば、Sera(2017)は、テクノロジーに関するディスカッションの指導方法について、評価するテクノロジーの特性や目的によって、学生の意思決定が異なることを発見しました。したがって、この以前の研究では、学生が賛成または反対の意見を持って各人の考えを認識できるようにする指導方法を考案する必要があると主張しました(Sera、K. et al。、2017)。

この研究では、遺伝子組み換え技術に焦点を当て、学生の技術評価スキルを開発するための実践を実装しようとしました。教育戦略は、以前の研究の結果に基づいていた(Sera、K. et al。、2018)具体的には、教育戦略には、承認の意思決定に影響を与える「生産/経済的視点」と「消費/社会」が組み込まれていました。不承認の意思決定に影響を与える視点」。「生産・経済的展望」については、収穫量と糖度を向上させるためにトマト栽培コンテストを開催しました。「消費・社会の視点」では、安全や法規制などの倫理的配慮について学びました。さらに、学生たちは異なる考えを持つ他の学生と話し合った。

実践の結果、この実践の被験者(n = 104)は、同じ学年の学生と比較して、技術評価の観点から有意に高い平均値を示しました(Moriyama、J. et al。、2004)。クラスを受講します(n = 158)。


Evaluate a Technology;Junior high school;Agricultural and Biological Technology

Open access for this conference will begin on 2023-12-12.