Part 2: Curriculum Topic Study Narrative Although science and technology seem to be fairly basic subject matter, there

is still much to be research and discovered. With this being said the curriculum topic study guide will aid in developing this third lesson unit concerning the nature of science with specific relevance to science and technology. The curriculum topic study guide has given me insight on what learning goals the students should have learned up to this grade levels, and which learning goals I will be responsible for teaching during this lesson. By this point the students should have a strong sense of what technology is, as well introducing technologys application to science in that it is very helpful in getting accurate measurements. Now however they will be responsible for incorporating technology in the design of inquiry based experiments to gain scientific findings. In addition the curriculum topic study guide has given me clarification on common misconceptions that I might need to address when talking about science and technology. The most important and probably most relevant misconception to this high school chemistry class is the misconception that technology is only used frequently in disciplines such as engineering or physics. While there is validity to this statement in that engineering and physics due rely heavily on technology, other disciplines in science also rely on technology such as chemistry. This is the misconception that I will need to address with helping the students discover through laboratory that technology is a big part of chemistry. And lastly the curriculum topic study guide has illuminated the standards mandated by the State and the District that my students will be held accountable for. For example the state standard that is very relevant to this topic: SC.912.P.10.16: which explains the relationship between moving

charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies. Through this curriculum topic study I have also gained some new insights about the similarities between the nature of science and the nature of technology. For instance the reading mentioned all of these following things regarding the nature of technology: most to all of technologies involve control, technologies contain side effects, technology has been proven to fail, social systems create restrictions to the openness of various technology, and the designation of uses of technology are very complex. All of those facts about the nature of technology can also be true for science for example the fact that science too has been proven to fail. With a specific example being the various proposals for theories of how the earth orbited the sun, by several scientists with most proven to be incorrect, while only a few theories stood correct. These similarities between the nature of science and the nature of technology were also clear in the concept map given by the Atlas of Scientific Literacy. Lastly because of the curriculum topic study my ideas for the third lesson have changed slightly so that the benchmarks are more closely met. Most of the lesson will be able using technology to answer posed questions regarding characteristics of chemical unknowns. I will make sure to have the students use technology to present their ideas from the inquiry on unknowns as well as have them attempt to do one unknown without technology. This will demonstrate the common misconception that chemistry is not a discipline that requires the use of technology. By demonstrating this the students will hopefully see how false that misconception is and alter their previous knowledge to the correct view. Lastly, there is still a little information regarding specific

examples of more common high school misconceptions that are still needed for a completely accurate lesson on science and technology.
Sources:

Science for All Americans Online (pp. 26-28). (1989). The Nature of Technology . New York: American Association for the Advancement of Science. Benchmarks for Scientific Literacy (pp. 44-47). (1993). The Nature of Technology . New York : American Association for the Advancement of Science. Keeley, P. (2005). Science curriculum topic study: bridging the gap between standards and practice. Thousand Oaks, Calif.: Corwin Press. Atlas of Scientific Literacy. Concept maps for science and mathematics education helping teachers connect concepts, standards and NSDL educational resources . (2007). Boulder, CO: National Science Digital Library. National Science Education Standards. (n.d.). National Science Education Standards. Retrieved November 2, 2013, from http://www.nap.edu/openbook.php?record_id=4962 Home | CPALMS.org. (n.d.). Home | CPALMS.org. Retrieved November 2, 2013, from http://www.cpalms.org