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Quality Control & Design in Science Learning
Science Scope (2013)
  • Donald N. Schillinger, Louisiana Tech University
  • William J. Sumrall, University of Mississippi
One area of science education that is, at times, neglected involves lessons on technological concepts of these principles--designing, testing, and quality control. Instead, a focus upon science concepts from a pure, and unapplied, perspective is the norm. Thus, while students may learn the equation "mass divided by volume equals density," the actual application of the concept within the boat-building industry may be neglected. While learning science for the sake of learning "pure" science has its place, being able to apply principles and relevance to science learning should be a goal if understanding the relationship between science, technology, and society is to occur. Additionally, introducing quality control, completing multiple activities, and using the concept as a starting point toward inquiry-based learning are worthwhile teaching strategies according to the "National Science Education Standards" (NRC 1996). Specific standards that focus upon the relationship between science, technology, and society can be found across the K-12 spectrum. This article describes a series of activities that concretely introduce the concepts of quality control and design. (Contains 1 figure.)
  • Elementary Secondary Education,
  • Quality Control,
  • Scientific Concepts,
  • Science Instruction,
  • Science Education,
  • Teaching Methods,
  • Testing,
  • National Standards,
  • Science Activities,
  • Computation,
  • Inquiry
Publication Date
October, 2013
Citation Information
Donald N. Schillinger and William J. Sumrall. "Quality Control & Design in Science Learning" Science Scope Vol. 27 (2013)
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