Different views, different outcomes: how the views of science and design and technology gained develop and support effective classroom practice

This paper outlines research conducted at Goldsmiths, University of London, into primary student teachers' understanding of the nature of science and design and technology, the relationship between the two subjects and their contributions to the curriculum. Quantitative data collected through questionnaires indicated a conceptual framework describing the interplay between understanding and practice in the classroom whereas qualitative data through interview and reflections developed that framework into a broader model which described the interplay between capability, understanding and practice and the impact this understanding had upon the approach the student teachers adopted in planning their classroom based activities. Evidence from the data gained from our research demonstrates that, in the design of initial teacher education courses, account needs to be taken of the extent to which student teachers have prior experience of the subjects, and the understandings they hold of the relationship between science and technology in society. As a result of this project, we argue that primary teachers can be encouraged to develop their understanding of the nature of, and relationship between science and design and technology thus enabling them to plan classroom activities which effectively link the two curriculum areas whilst maintaining the distinctive nature of each.