A biological basis for generative learning in technology-and-science Part II: Implications for technology-and-science education

A biological basis for learning reconfigures our ways of thinking about lea rning generally (as we argued in the first of this set of papers). In this second paper, we argue the worth of this new view of learning and its fruit fulness for technology-and-science education in particular. In support, we cite seminal writings on learning by theorists (such as Dewey, Peirce and P iaget among others) which can now be corroborated neuroscientifically. We d emonstrate the potency of this new view of learning in making sense of the findings of empirical studies of technology-and-science learning, modelling technology-and-science education as a set of five natural and contiguous a cts. We conclude by considering some technology-and-science teaching and cu rriculum implications of adopting this biological view of learning.