An evaluation of the NESA Science and Technology K-6 rationale raises a key ideas, which resonate with the findings of the research project outlined in session 1 reading Osborne, J.F., Ratcliffe, M., Collins, S., Millar, R. & Duschl, R. (2003). What “ideas-about-science” should be taught in school science? A Delphi study of the “expert” community. Journal of Research in Science Teaching, 40(7), 692-720.

The rationale states “[s]tudents studying science and technology are encouraged to question and seek solutions to problems through collaboration, investigation, critical thinking and creative problem-solving.” This reflects the responses collected in the Delphi study of the need to teach that “scientific knowledge is in a state of continuous change” (Osborne et al. 2003).

The NESA rationale also has a underlying principle that includes a curiosity about the world that goes beyond simply teaching students fact about science and technology, but includes teaching the nature of these things, and developing their curiosity. This theme is also reflected in the Delphi study.

Using the Osborne reading and the NESA rationale I have developed my own rationale for science and technology.

Science and technology is an integrated discipline that fosters students’ natural sense of wonder and curiosity about the world around them and how it work. Science and technology encourages students to learn through trial and testing and to building their understanding based on evidence and reason.

In a faith based community students will be encouraged to consider how knowledge of a creator God contributes to their understanding of the world, and how faith and science can both be held together.

Science and technology will develop student’s curiosity about both the natural world and the built world and build skills that will prepare them to succeed in a rapidly developing world.