The Relationship between Science and Technology

The Relationship mingled with Science and engine roomThe reciprocation intuition comes from the Latin scientia, meaning intimacy.How do we define wisdom? According to Websters New Collegiate Dictionary, the definition of knowledge is knowledge attain through study or execute, or knowledge c all overing customary truths of the operation of general laws, esp. as obtained and tested through scientific manner and concerned with the strong-arm dry land.What does that really mean? Science refers to a administration of acquiring knowledge. This system social functions observation and experimentation to describe and explain indwelling phenomena. The border intelligence similarly refers to the organized body of knowledge volume retain gained using that system. Less formally, the word perception often describes all systematic field of study or the knowledge gained from it.What is the purpose of light? Perhaps the most general description is that the purpose of attainmen t is to crap useful models of reality.Most scientific investigations use some form of thescientific mode. You bath buzz off out more than about the scientific methodhere.Science as outlined above is sometimes called pure skill to resistentiate it from applied science, which is the application of seek to charitable needs. Fields of science atomic number 18 commonly classified along two major lines essential sciences, the study of the inwrought solid ground, and Social sciences, the systematic study of human port and company. collectable to the character of contemporary union, the family between the domains of science and applied science has neer been stronger. Science and applied science allow different purposes, ways of see and knowing the reservoiration, and thus their race is often tense and complex. However, they serve to assure and extend each other in two intended and unthought-of ways. Student learning in science and applied science can be enhan ced through their uncouth study. By under biding the differences and consanguinity between these two domains, students in educational settings will gain an appreciation of the nature of each at a more philosophical level. This is important to the evolution of a both scientific and proficient literacy that will allow for aw are citizenship.Technologyis the usage and knowledge oftools, techniques,crafts,systemsor methods of organization in order of magnitude to elucidate a problem or create an artistic perspective. The wordengineeringcomes from theGreektechnologa() tchn(), an art, skill or craft and-loga(-), the study of something, or the branch of knowledge of a discipline.1The term can either be applied generally or to specific arenas examples implyconstruction engineering science,medical engineering science,information applied science, orhigh technology.Technologies significantly affect human as well as other animal species ability to take in and adapt to their inbre d environments. The human species use of technology began with the conversion of indwelling resources into simple tools. Theprehistoricaldiscovery of the ability to controlfireincrease the available sources of food and the invention of thewheelhelped populace in travel in and controlling their environment. Recent scientific perplexments, including theprinting press, the yell, and theInternet, collapse diminish physical barriers tocommunicationand allowed humans to interact freely on a world-wide scale. However, not all technology has been used for peaceful purposes the breeding ofweaponsof ever-increasing noxious power has progressed throughout history, fromclubstonuclear weapons.Technology has affected societyand its environs in a number of ways. In many societies, technology has helped take more advancedeconomies(including todaysglobal economy) and has allowed the start of aleisureclass. numerous technological processes pay off unwanted by-products, known aspollutio n, and deplete immanent resources, to the detriment of theEarthand itsenvironment. Various implementations of technology influence thevaluesof a society and new technology often raises new ethical questions. Examples intromit the rise of the notion ofefficiencyin terms of human productivity, a term originally applied only to machines, and the challenge of traditional norms.Philosophical debates earn arisen over the present and future use of technology in society, with disagreements over whether technology improves thehuman conditionor worsens it.Neo-Luddism,anarcho-primitivism, and similar movements criticise the pervasiveness of technology in the modern world, opining that it harms the environment and alienates community prop singlents of ideologies such(prenominal) astranshumanismandtechno-progressivismview continue technological progress as beneficial to society and the human condition. Indeed, until recently, it was believed that the development of technology was restricted only to human beings, but recent scientific studies indicate that otherprimatesand certaindolphincommunities have develop simple tools and learned to pass their knowledge to other generations.IntroductionDue to the nature of contemporary society, the relationship between the domains of science and technology has never been stronger. Both domains are recognised as differentiate forms of human activity, and stand alongside the arts and social sciences as fundamental to human skill and expression. Essential to recognising the strength of the relationship between science and technology, is the acknowledgement that uncomplete holds a subservient position. Rather, science and technology work in concert for the mutual benefit and/or growth of each domain in both intended and unexpected ways.In order to understand the complexity of the relationship between science and technology, it is first important to establish how the two domains differ, oddly given it is these differences that pr ovide the strength of their current alliance. The differentiation between science and technology can be characterised by three key factorsthe domains eye business (its purpose)its view of what exists in the world (its ontological stance) andhow it defines and validates knowledge (its epistemology).The by-line provides an overview of how these factors are articulated in spite of appearance current catchs of science and technology.Science a brief overviewThe overriding purpose of science is to explain the natural world through iterative apt and investigative practices that involve observations and controlled manipulations of that world. In foul of this, science can be most comfortably argued today in terms of a decisive realist stance. This reflects a view that things exist in the world and are as they are (Lopez and Potter, 2001). As such, the role of scientists is to beam the real things of the natural world in order to construct explanations of them. In keeping with the vie w of science as a human activity, resulting instructive texts are embedded in the sociocultural world and as such will be human-mediated representations of the real things. Scientific knowledge wherefore, is that which has real things as its referent. For new knowledge to be validated inside the domain of science, this knowledge must adhere to logical reasoning and be internally logical within the dominant paradigm. Alternatively, it must provide a substantiated challenge to the paradigm, spell still operating within the tolerance levels of the wider domain. It must withstand partner review in order to be represented as a truth. Truth therefore, is not viewed as an absolute within science. Rather scientific truths are, in keeping with pragmatic theory, that knowledge that gains the consensus of experts within the domain. In tell to traditional views of the existence of a scientific method, contemporary views of scientific methodologies include an understanding of their diversi ty and flexibility to meet the t contain at hand. Therefore, suss out methods employed both between, and often within, different subsets of science can differ markedly.Technology a brief overviewThe purpose of technology is to intervene in the world to produce something other to that which currently exists. It achieves this through iterative intellectual and flesh-based practices that involve multiple sources of input. These input sources include a mixture of that defined as natural, material, simulated, conceptual, emotional, and imagined. Technologists also draw from the past, current and a range of practical and probable futures. The stance that has been argued as best supporting an understanding of the domain of technology, is that of aprocess ontology. This stance challenges the critical realist notion that things exist as such, and instead argues that processes are what exist, and it is our inter action in process which allows the opportunity to categorise, and thus object ify, things as such (Neuman, 2003). Therefore, from such a technological viewpoint, we are both creators of the material world of technology in clear and tangible ways, and also symbolic creators of the natural world. technical knowledge does not attempt to make claims to truth in the same way as scientific knowledge does. Instead it has as its referent, the process of function. What validates technological knowledge therefore is success not truth. However, homogeneous science, the success of technological knowledge is determined within technological practice by experts within the domain of technology. Technological practices are situation specific, and therefore are as diverse and varied as the contexts and people tortuous in the endeavour.How do they relate?Scientific knowledge and methodologies themselves provide a major source of input into the development of technological practices and outcomes. They are also key tools in the establishment of explanations of why technological interventions were, or were not, successful. In short, science can provide powerful explanations for the why and why not behind technological intervention. However, as these interventions rely on more than an understanding of the natural world, they can only provide partial justification for technological practices and outcomes.Technological practices, knowledge and outcomes can provide mechanisms for science to gain a divulge view of its defined world, and in fact can provide serious challenges to the defining of that world. For example, the development of the technological artefacts that extend the observation capabilities of humans (such as the telescope and microscope), made visible and available new worlds for science to interrogate and explain.The Relationship Between Science and TechnologyScience, technology and debut each represent a successively larger category of activities which are highly interdependent but distinct. Science contributes to technology in at least six w ays(1)new knowledge which serves as a use up source of ideas for new technological possibilities(2) source of tools and techniques for more efficient plan design and a knowledge base for evaluation of feasibility of designs(3) look into instrumentation, laboratory techniques and analytical methods used in research that eventually find their way into design or industrial practices, often through fair disciplines(4) practice of research as a source for development and assimilation of new human skills and capabilities eventually useful for technology(5) creation of a knowledge base that becomes increasingly important in the assessment of technology in terms of its wider social and environmental impacts(6) knowledge base that enables more efficient strategies of applied research, development, and refinement of new technologies.Middle school students fence with differentiating between science and technology. Engineers, architects, and others who engage in design and technologyuse s cientific knowledge to solve practical problems. They also usually have to take human values and limitations into account.This quote comes from Benchmarks, a publication of the American Association for the Advancement of Science and an inspiration for theNational Science preparation Standards(NSES). TheNSESHYPERLINK http//www.nap.edu/readingroom/books/nses/6d.htmlstScience and Technology standardhas two parts abilities of technological design and understandings about science and technology. The following resources will help students understand the relationship between science and technology and the differences between the two.Technology and the EnvironmentIn this publication, teachers will find resources they can use when building or freshening a unit about the environment. Units about technology and the environment provide pure opportunities for teachers of technology, science, and mathematics to collaborate. Students to assess the risks and benefits of individual and industrial uses of technology.The converse impact of technology on science is of at least equal wideness(1)through providing a generative source of novel scientific questions and thereby also support to justify the allocation of resources needed to address these questions in an efficient and punctual manner, extending the agenda of science(2) as a source of otherwise unprocurable instrumentation and techniques needed to address novel and more difficult scientific questions more efficiently.Specific examples of each of these two-way interactions are discussed. Because of many verifying as well as direct connections between science and technology, the research portfolio of potential social benefit is much broader and more diverse than would be suggested by looking only at the direct connections between science and technology.Science and technology is the best thing society could ever ask for. Since the industrial revolution in the 18th century science has been in progress. Some sectors tha t have been boosted by science and technology are energy, physical sciences, information and communication. The society has greatly gained with the invention of technology.Infrastructure in the society has grown with the help of science and technology. Modes of transport like electronic line lines were realized and these actually benefited the society by offering them a better means of transport. In the past, almost everything was analog but thanks to the science and technology we are now being digitalized by the day. The invention of the telephone and radio services has broadened human communication.Without society then there would be no science and technology and that is why the invention of certain tools and equipment have helped achieve big things. Society can not do without the industries we have today. The society needs science and technology. The creation of computers is work of art by individuals was a milestone that would come a long way in helping the society. A computer helps us to leverage ourselves by gaining semiprecious information that we can use to enrich our lives. The impact of science and technology can seriously be recognized. Many people around the world take for example scholars in colleges and universities have taken the lead examining the relationship between science and technology.The evaluation of this relationship has emerged as an important area of research. Public interest groups and academic organizations throughout the world are recognizing the importance of STS. The reason is that people need to recognize that there are people who are affected by the science and technology. Controversies such as change foods, stem cell research are the issues that have brought policy makers and scientists together to have a way forward on this.Science and technology has actually largely contributed to the vision of man about himself. Science has been modified the opinion about the origin of man and place of origin too. through with(predica te) the results of scientific discoveries the perception of man about his behavior and his place of origin has been modified diversly. Experiments in science today are in one way or another affecting the society.Take for example the experiment on cloning a human being. The experiment brought a lot of fray since the society was skeptical about it.How is science and technology think to society The developing world has a long tradition of participatory action research, popular education and community organization joining up to solve some science and technology issues that affect the society. How is science and technology cerebrate to the society is something that is calling even for the government intervention. Science and technology cerebrate issues are actually been discussed worldwide today. Progress in this has resulted to the ability to produce diverse types of material items. Answering the question how science and technology is related to society.Implications for Education in New ZealandFrom the above, it can be seen that science and technology have a fundamentally different purpose, and different ways of believe and knowing the world. Just as science and technology work in mutually beneficial ways in the wider contexts of scientific and technological endeavours, within the context of education, their relationship can be profitably explored to enhance learning in both areas.Scientific knowledge and methodologies are useful, and in many cases critical, to students successful undertaking of technological practice and in the development of technological knowledge. Technological knowledge, practices and outcomes in turn can provide useful, and again in many cases critical, tools (both conceptual and material) for scientific practice and the development of scientific knowledge. Technological practices and outcomes can also provide authentic contexts which enable students to develop deeper more meaningful understandings of scientific knowledge and methodolog ies.However, perhaps even more significantly, exploration of the nature of both science and technology can provide fertile grounds for developing deeper understandings of both through reflecting on the differences between these key areas of being human. The converging boundaries between that perceived as the made and the natural world, the real and simulated, the currently impossible and future probable, all demand students develop such relational cross domain knowledge, in combination with in-depth understandings within both science and technology. This in turn allows for the development of a critical frame essential to the development of scientific and technological literacy that supports students towards informed citizenship.