Complexity, Technology, Science, and Education
Complexity, Technology, Science, and Education
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复杂性、技术、科学和教育
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
N. Sabelli
中科院分区：
文献类型：
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作者：
N. Sabelli
科学理论的演变总是与探索其含义的技术和方法的进步齐头并进。1这种伙伴关系在现在尤为重要，因为技术进步正在开辟新的实验领域，这反过来又重新定义了可以科学地解决的问题。最近在纳米尺度上的工作就是一个很好的例子。这种规模的工作，包括工业应用，已经持续了十多年。然而，允许在越来越小的距离和时间尺度上操纵物质的新技术的发展已经改变了该领域，突出了不同尺度上物理学主导定律的变化，并模糊了学科之间的界限。这些和类似的概念性科学进步对科学教育的影响尚未被《学习科学杂志》，15（1），5-9。
The evolution of scientific theories has always gone hand in hand with advances in the techniques and methods available to explore their implications.1 This partnership is particularly important now, when technological advances are opening new areas for experimentation, which in turn redefine the problems that can be approached scientifically. Recent work at the nanoscale2 is a good example. Work at this scale, including industrial applications, has been going on for more than a decade. Nevertheless the development of new technologies that permit the manipulation of matter at increasingly smaller scales of distance and time have transformed the field, highlighting changes in the dominant laws of physics at different scales and blurring the boundaries between disciplines. The implications of these and similar conceptual scientific advances for science education have not yet been coTHE JOURNAL OF THE LEARNING SCIENCES, 15(1), 5–9