Abstract
We live with technology and we participate in innovation, as engineer, scientist, policy maker, business developer, pupil, university student, and citizen. Technology which enables and guides us at many stages in life, to formulate and achieve our goals, supports our social life, defines new horizons, and looks after our health and learning processes. People get acknowledged with technology individually, by their social network, formal education, media, and professional life. To better understanding of this socio-technical system, in which we all learn at various levels, in various contexts, and various moments of life, we elaborate in this chapter on the braid of technology education (TE) with technology communication (TC) and how they are interlinked through many micro connections in time. Furthermore, we state that if TE and TC are considered as elements in a social system of technology development, when they both are interconnected, then this TETC braid will sustain the societal challenge of responsible research and innovation. From a responsible or even ethical point of view, the contemporary societal context of responsible research and innovation (RRI) demands processes like social learning to which the TETC braid is fundamental, theoretically and practically. Therefore it is inevitable that scholars and professionals should develop a much more holistic view on TE and TC for the benefit of individual, society, and innovation alike.
Similar content being viewed by others
References
Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
Bailey, K. H. (1994). Sociology and the new systems theory: Toward a theoretical synthesis. New York: State University of New York Press.
Bayram-Jacobs, D., & Henze-Rietveld, I. (2016). The influence of innovative, RRI support materials on teachers’ practical knowledge. National Association for Research in Science Teaching (NARST), 14–17 April, Baltimore.
Bonney, R., Cooper, C. B., Dickinson, J., Kelling, S., Phillips, T., Rosenberg, K. V., & Shirk, J. (2009). Citizen science: A developing tool for expanding science knowledge and scientific literacy. Bioscience, 59(11), 977–984.
Bucchi, M. (1998). Science and the media. Alternative routes in scientific communication. Milan: Routledge.
Bud, R. (2016). Science, brands and the museum. Journal of Science Communication, 15(6), C03.
Chesbrough, H. (2006). Open innovation the new imperative for creating and profiting from technology. Boston: Harvard Business School Press.
Cheung, M. (2012). When mind, heart, and hands meet: Communication design and designers. International Journal of Technology and Design Education, 22, 489–511.
Deboer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(37), 582–601.
ECSITE (2016). Retrieved from: http://www.ecsite.eu/activities-and-services/ecsite-events/annual-conferences/ecsite-annual-conference-2015
Flipse, S. M., & Bayram-Jacobs, D. (2016). RRI bridges science education and communication. The innovator’s perspective. In M. C. A. van der Sanden & M. J. de Vries (Eds.), Science and technology education and communication. Seeking synergy. Rotterdam: Sense Publishers.
Fonseca, J. (2002). Complexity and innovation in organizations. London: Routledge.
Geels, F. W., & Schot, J. (2007). Typology of societal transition pathways. Research Policy, 36(3), 399–417.
Gilbert, J. K., & Stocklmayer, S. M. (2013). Communication and engagement with science and technology. Issues and dilemmas. New York: Routledge.
Hanssen, J., & Gremmen, B. (2012). Influencing governance of a public-private partnership in plant genomics: The societal interface group as a new instrument for public involvement. Public Understanding of Science, 22(6), 718–729.
Hodson, D. (1992). In search of a meaningful relationship: An exploration of some issues relating to integration in science and science education. International Journal of Science Education, 14, 541–562.
Jensen, E. A. (2015). Evaluating impact and quality of experience in the 21st century: Using technology to narrow the gap between science communication research and practice. Journal of Science Communication, 14(3), C05.
Kahneman, D. (2003). Maps of bounded rationality: Psychology for behavioral economics. The American Economic Review, 93(5), 1449–1475.
Korevaar, G. (2004). Sustainable chemical processes and products. New design methodology and design tools. Delft: Eburon.
Kolb, D. A. (1983). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice Hall.
Leeuwis, C., & Aarts, N. (2011). Rethinking communication in innovation processes: Creating space for change in complex systems. The Journal of Agricultural Education and Extension, 17(1), 21–36. doi:10.1080/1389224X.2011.536344.
Lewenstein, B. V. (2003). Models of public communication of science and technology. Public Understanding of Science, 16, 1–11.
Markard, J., & Truffer, B. (2008). Technological innovation systems and the multi-level perspective: Towards an integrated framework. Research Policy, 37, 596–615.
McKinnon, M., & Vos, J. (2016). Crossing a threshold. In M. C. A. van der Sanden & M. J. de Vries (Eds.), Science and technology education and communication. Seeking synergy. Rotterdam: Sense Publishers.
Meyer, M. (2010). The rise of knowledge broker. Science Communication, 32, 118–127.
Mitchell, M. (2009). Complexity: A guided tour. New York: Oxford University Press.
Okada, A., & Bayram-Jacobs, D. (2016, January). Opportunities and challenges for equipping the next generation for responsible citizenship through the ENGAGE HUB. Paper presented at International Conference on Responsible Research in Education and Management and its Impact, London.
Osborne, J. (2007). Science education for the twenty first century. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 173–184.
PCST (2016). Retrieved from: http://pcst-2016.org/
Pennington, D. D. (2008). Cross-disciplinary collaboration and learning. Ecology and Society, 13(2), 8, 55–68.
Pennington, D. D. (2011). Bridging the disciplinary divide: Co-creating research ideas in e-science teams. Computer Supported Cooperative Work, 20, 165–196.
Pol, B., & Swankhuijsen, C. (2015). Please don’t nudge we’re Dutch. Magazine-C.
Roeser, S. (Ed.). (2010). Emotions and risky technologies. Dordrecht: Springer.
Roosegaarde, D. (2017, February). Retrieved from: https://www.studioroosegaarde.net/info/
Rozendaal, M. C. (2017, February). Retrieved from: http://www.io.tudelft.nl/over-de-faculteit/persoonlijke-profielen/universitair-docenten/rozendaal-mc/
Schiele, B. (2008). Science museums and science centres. In M. Bucchi & B. Trench (Eds.), Handbook of public communication of science and technology. New York: Routledge.
Schoeborn, D. (2011). Organization as communication: A Luhmannian perspective. Management Communication Quarterly, 25(4), 663–689.
Sherborne T. (2014). ENGAGE: Equipping the next generation for active engagement in science. Retrieved July 1, 2014, from http://cordis.europa.eu/project/rcn/111469_en.html
Shwartz, Y., & Evagorou, M. (2015). Group Discussion Tool [Engage Project Documents]. Retrieved from Engage Project Shared Repository, https://docs.google.com/document/d/1YmBMyIecH4g8j1pXof9_4T9fWdA09hIsK0T3oxc0Ojo/edit#heading=h.d8qtd9gjm98g
Stenfert, H. (2016). Co-creation in housing design: An exploration of the concept of co-creation, the co-creative design process and the practice of the co-creative architect. Thesis, Delft University of Technology.
Stilgoe, J., Owen, R., & Macnaghten, P. (2013). Developing a framework for responsible innovation. Research Policy, 42(9), 1568–1580.
StudioLab (2017, February). Retrieved from: http://studiolabproject.eu/
Trench, B. (2008). Towards an analytical framework of science communication models. In D. Cheng, M. Cleassens, T. Cascoigne, J. Metcalfe, B. Schiele, & S. Shi (Eds.), Communicating science in social contexts: New models, new practices. New York: Springer.
Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275–284.
Tromp, N. (2013). Social design: How products and services can help us act in ways that benefit society. Thesis, Delft University of Technology.
Van der Sanden, M. C. A., & De Vries, M. J. (2016). Innovation in science and technology education and communication through design thinking. In M. C. A. van der Sanden & M. J. de Vries (Eds.), Science and technology education and communication. Seeking synergy. Rotterdam: Sense Publishers.
Van der Sanden, M. C. A., & Flipse, S. M. (2015). A cybernetic dream: How a crisis in social sciences leads us to a communication for innovation-laboratory. Journal of Science Communication, 14(01), Y01.
Van der Sanden, M. C. A., & Flipse, S. M. (2016). Science communication for uncertain science and innovation. Journal of Science Communication, 15(06), C05.
Van der Sanden, M. C. A., & Meijman, F. J. (2008). Dialogue guides awareness and understanding of science: An essay on different goals of dialogue leading to different science communication approaches. Public Understanding of Science, 17(1), 89–103.
Van der Sanden, M. C. A., & Meijman, F. J. (2012). A step-by-step approach for science communication practitioners: A design perspective. Journal of Science Communication, 11(02), A03.
Van der Sanden, M. C. A., & Osseweijer, P. (2011). Effectively embedding science communication in academia: A second paradigm shift? In D. J. Bennett & R. C. Jennings (Eds.), Successful science communication: Telling like it is. New York: Cambridge University Press.
Vermeij, R. (2016). Reciprocity in wind farm development. An applied and theoretical approach. Thesis, Delft University of Technology.
Verouden, N. W., Van der Sanden, M. C. A., & Aarts, N. (2016). Silence in interdisciplinary research collaboration: Not everything said is relevant, not everything relevant is said. Science as Culture, 25(4), 264–288.
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this entry
Cite this entry
van der Sanden, M.C.A., Bayram-Jacobs, D., Stijnen, G.P.M. (2017). A Social Ecosystem of Distributed Learning Through the Braid of Technology Education and Communication. In: de Vries, M. (eds) Handbook of Technology Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38889-2_59-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-38889-2_59-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-38889-2
Online ISBN: 978-3-319-38889-2
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education