A comparison between the nature of modelling in science and design and technology

This paper will compare the modelling likely to take place in science lessons with that likely to take place in design and technology lessons during Key Stage 3 by exploring three areas. The nature of scientific activity in the real world and in school science. This will involve looking at the popular culture view of scientists and their activities, an informed lay view and that advanced by Thomas Kuhn. The intentions of science education will be stated and the role of the pupil as pupil as scientist within this as advanced by the constructivist school notably Rosalind Driver will be explored. Enabling pupils to understand the particulate nature of matter will be considered as a modelling exercise and the strategies for this explored. Parallels between this activity and the real world scientist activity will be drawn. The nature of design and technological activity in the real world and in school design and technology. The differences and similarities between instrumental and educational design and technology will be explored. The nature of modelling in school science and in school design and technology. Examples of the models produced by pupils in both school science and school design and technology will be discussed. The comparison will reveal that through a joint approach to modelling science and design and technology teachers can support each other's curriculum endeavours.