|Ph.D Student||Azriel Chalom|
|Subject||Teacher Training for Science and Technology: The Issue of|
Balancing in Integrating between the Disciplines
|Department||Department of Education in Science and Technology||Supervisors||Professor Shlomo Waks|
|Mr. Michael Moore (Deceased)|
"Machar 98" ("Tomorrow 98"), the report of the supreme committee for scientific and technological education, included the recommendation “to integrate science and technology in junior-high school to one subject named ‘Science and Technology’.
The curriculum for the new subject, included the main recommendation to teach according to an interdisciplinary approach.
As a condition for their graduation from the department of Education in Technology and Science at the "Technion", the students were required to take a new course "Methods of instructing science-technology in junior-high". 71 of them, made up the research group. 46 of the above have specialized in a scientific discipline and the rest have specialized in the engineering discipline .
The general aim of the study is to learn about the characteristics of the balance between the disciplines and of their relative proportions in the teaching of the research group.
Study results show that:
1. There was no significant difference between science educated and technology educated students in their perception of science and technology and in their attitudes toward the integration of the two disciplines.
2. All the students perceived science to be theoretical while technology was perceived as practical.
3. Notwithstanding their differences in educational background, the students had a positive and reasoned position with regard to the integration of science and technology and despite choosing subjects which almost compel integration, the two disciplines were not equally balanced.
4. There was a tendency to integrate the disciplines by a brief reference to the other discipline area of background rather than its proper instruction, so as to fit each one's prior specialization, and all efforts to achieve integration in a multi-disciplinary manner rather than an inter-disciplinary one.
5. In the application stage, the engineering students devote significantly more time to the interdisciplinary part of the lesson as opposed to the sciences students.
One could expect the lecturers to demonstrate an integrative manner of teaching, as well as to emphasize the means and tools for proper balance, as well as analyzing those means. If combining the two disciplines is not an easy task for a teacher, would it not be fair to say that for a pupil it would be a daunting mission?