be achieved by any single teaching strategy or learning experience.

SCIENCE AND TECHNOLOGY. As used in the Standards, the central distinguishing characteristic between science and technology is a difference in goal: The goal of science is to understand the natural world, and the goal of technology is to make modifications in the world to meet human needs. Technology as design is included in the Standards as parallel to science as inquiry.

Technology and science are closely related. A single problem often has both scientific and technological aspects. The need to answer questions in the natural world drives the development of technological products; moreover, technological needs can drive scientific research. And technological products, from pencils to computers, provide tools that promote the understanding of natural phenomena.

[See Content Standard E (all grade levels)]

The use of "technology" in the Standards is not to be confused with "instructional technology," which provides students and teachers with exciting tools—such as computers—to conduct inquiry and to understand science.

Additional terms important to the National Science Education Standards, such as "teaching," "assessment," and "opportunity to learn," are defined in the chapters and sections where they are used. Throughout, we have tried to avoid using terms that have different meanings to the many different groups that will be involved in implementing the Standards.

References for Further Reading

AAUW (American Association of University Women). 1992. How Schools Shortchange Girls. Washington, DC: AAUW.


Beane, D.B. 1988. Mathematics and Science: Critical Filters for the Future of Minority Students. Washington, DC: The Mid-Atlantic Center for Race Equity.

Brown, A.L. 1992. Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2: 141-178.

Brown, J.S., A. Collins, and P. Duguid. 1989. Situated cognition and the culture of learning. Educational Researcher, 18: 32-42.

Bruer, J.T. 1993. Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: The MIT Press/Bradford Books.

Bybee, R.W. 1994. Reforming Science Education: Social Perspectives and Personal Reflections. New York: Teachers College Press, Columbia University.

Bybee, R.W., and G. DeBoer. 1994. Research as goals for the science curriculum. In Handbook on Research on Science Teaching and Learning, D. Gabel, ed. New York: MacMillan Publishing Company.


Champagne, A.B., and L.E. Hornig. 1987. Practical Application of Theories About Learning. In This Year in School Science 1987: The Report of the National Forum for School Science, A.B. Champagne and L.E. Hornig, eds. Washington, DC: American Association for the Advancement of Science .

Clewell, B.C., B.T. Anderson, and M.E. Thorpe. 1992. Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. San Francisco: Jossey-Bass.


DeBoer, G. 1991. A History of Ideas in Science Education: Implications for Practice. New York: Teachers College Press.



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