Teaching science through technology: A confluence of knowledge, design and construction

The relationship between students' technological performance and their use of science knowledge, design skills and construction skills in a technology project, is examined in this article. The study was conducted in a classroom of 33 seventh-graders as they undertook a 16-hour water rocket building project. Analysed data reveal that hands-on practice can be effective in integrating students' science knowledge, design skills and construction skills. This technological practice can provide a context for introducing science concepts and to demonstrate that science is relevant and socially important. Also, as the science concepts to be developed are explicit, their design and construction skills enable them to apply their science knowledge.