Abstract
This work shows the results of a teaching-learning sequence applied to the concept of the nature of science and technology implemented on manufacturing technology engineering students at Autonomous University of Baja California, Mexico, during the academic period 2012-2013. The sequence was implemented to the course of Applied Human Values, on which students ponder and debate on principles of science and technology; taking as main objective to identity student beliefs on ethics, and values and assumptions of science. The Methodological design is quasi-experimental, pre-post-test without controlling group. The study allows identifying a slight improvement in the engineering student beliefs about the aspects of science, technology and society that are being evaluated.
Highlights
In a contemporary society that has been considerably affected by many social, political and economic transformations, the fading of borders due to globalization has caused a technology sophistication and knowledge complexity (Hargreaves, 2003; Lyotard, 1995)
There is a global discussion about a third industrial revolution, where extensive development of new technologies is evident, as well as scientific and technical advances that have led to increased generation of knowledge, which are favored as drivers of development and construction of a knowledge society (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2005), where these societies must share their knowledge so that their development is in line with human beings and life, along the ever evolving technological developments (Orozco, 2009)
The research was developed in three phases distributed as follows: in October 2012 the pre-test was applied to the experimental group, in the second stage in November, the teaching-learning sequence (TLS) was implemented (Oliveros et al 2013); on which the relationship of science and religion were analyzed in a contemporary context through reading and conformation of work teams, allowing a debate of ideas between members of the participating groups, in order to promote critical thinking
Summary
In a contemporary society that has been considerably affected by many social, political and economic transformations, the fading of borders due to globalization has caused a technology sophistication and knowledge complexity (Hargreaves, 2003; Lyotard, 1995). In this context, there is a global discussion about a third industrial revolution, where extensive development of new technologies is evident, as well as scientific and technical advances that have led to increased generation of knowledge, which are favored as drivers of development and construction of a knowledge society (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2005), where these societies must share their knowledge so that their development is in line with human beings and life, along the ever evolving technological developments (Orozco, 2009). This situation has led educational institutions to face new challenges, since their role is critical in creating new intellectual infrastructure that will be responsible for production, use and application of knowledge (World Bank, as quoted in Godinas, 2001)
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