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this standard. In choosing technological learning activities, teachers of science will have to bear in mind some important issues. For example, whether to involve students in a full or partial design problem; or whether to engage them in meeting a need through technology or in studying the technological work of others. Another issue is how to select a task that brings out the various ways in which science and technology interact, providing a basis for reflection on the nature of technology while learning the science concepts involved. practical, outcome orientation of design problems before they are able to engage in the abstract, theoretical nature of many scientific inquiries. In general, high school students do not distinguish between the roles of science and technology. The hottest native american mandala version all over print rompers  Helping them do so is implied by this standard. This lack of distinction between science and technology is further confused by students’ positive perceptions of science, as when they associate it with medical research and use the common phrase “scientific progress.” However, their association of technology is

 

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