Abstract
The current consideration of technology as ‘applied science’, this is to say, as something that comes ‘after’ science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a naïve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
G.S. Aikenhead (1985) ArticleTitle‘Collective Decision Making in the Social Context of Science’ Science Education 69 IssueID4 453–475
G. Bachelard (1938) La Formation de l ′Esprit Scientifique Vrin Paris
B.F. Bell J. Pearson (1992) ArticleTitle‘Better Learning’ International Journal of Science Education 14 IssueID3 349–361
M. Bunge (1976) Epistemología Ariel Barcelona
Bybee R. (2000). ‘Achieving Technological Literacy: A National Imperative’. The Technology Teacher (September 2000). 23–28
F. Cajas (1999) ArticleTitle‘Public Understanding of Science: Using Technology to Enhance School Science in Everyday Life’ International Journal of Science Education 21 IssueID7 765–773 Occurrence Handle10.1080/095006999290426
A. Cleminson (1990) ArticleTitle‘Establishing an Epistemological Base for Science Teaching in the light of Contemporary Notions of the Nature of Science and of how Children Learn Science’ Journal of Research in Science Teaching 27 IssueID5 429–445
Désautels J., Larochelle M. (1998a). ‘About the Epistemological Posture of Science Teachers’. In: Tiberghien A., Jossem L.,Barojas J. (ed). Connecting Research in Physics Education with Teacher Education. ICPE Books
J. Désautels M. Larochelle (1998b) ‘The Epistemology of Students: the “Thingified” Nature of Scientific Knowledge’ B. Fraser K. Tobin (Eds) International Handbook of Science Education. Kluber London
J. Désautels M. Larochelle B. Gagné F. Ruel (1993) ArticleTitle‘La Formation a l’Enseignement des Sciences: le Virage Épistémologique’ Didaskalia 1 49–67
A. Estany (1990) Modelos de Cambio Científico Editorial Crítica Barcelona
Fernández I. (2000). Análisis de las Concepciones Docentes sobre la Actividad Científica: una Propuesta de Transformación. Tesis Doctoral. Departament de Didàctica de les Ciencies Experimentals. Universitat de València
I. Fernández D. Gil J. Carrascosa A. Cachapuz J. Praia (2002) ArticleTitle‘Visiones Deformadas de la Ciencia Transmitidas por la Enseñanza’ Enseñanza de las Ciencias 20 IssueID3 477–488
P. Feyerabend (1975) Against Method: Outline of an Anarchistic Theory of Knowledge NLB London
P.L. Gardner (1994) ArticleTitle‘Representations of the Relationship between Science and Technology in the Curriculum’ Studies in Science Education 24 1–28
A. Giddens (1999) Runaway World: How Globalisation is Reshaping Our Lives Profile Books London
R.N. Giere (1988) Explaining Science. A Cognitive Approach The University of Chicago Press Chicago
D Gil (1993) ArticleTitle‘Contribución de la Historia y la Filosofía de las Ciencias al Desarrollo de un Modelo de Enseñanza/Aprendizaje como Investigación’ Enseñanza de las Ciencias 11 IssueID2 197–212
D. Gil-Pérez J. Guisasola A. Moreno A. Cachapuz A. Pessoa J. Martínez J. Salinas P. Valdés E. Gónzález A. Gené A. Dumas-Carré H. Tricárico R. Gallego (2002) ArticleTitle‘Defending Constructivism in Science Education’ Science and Education 11 557–571 Occurrence Handle10.1023/A:1019639319987
D. Gil-Pérez A. Vilches M. Edwards J. Praia L. Marques T. Oliveira (2003) ArticleTitle‘A Proposal to Enrich Teachers’ Perception of the State of the World: First Results’ Environmental Education Research 9 IssueID1 67–90 Occurrence Handle10.1080/13504620303465
A. Giordan (1978) ArticleTitle‘Observation – Expérimentation: mais comment les Élèves Apprennent-ils?’ Revue Française de Pédagogie 44 66–73
E. Glasersfeld (1989) ArticleTitle‘Cognition, Construction of Knowledge and Teaching’ Synthese 80 121–140 Occurrence Handle10.1007/BF00869951
L. Guilbert D. Meloche (1993) ArticleTitle‘L′Idée de Science Chez des Enseignants en Formation: un Lieu entre l′Histoire des Sciences et l′Hétérogénéité des Visions?’ Didaskalia 2 7–30
P.W. Hewson H.W. Kerby P.A. Cook (1995) ArticleTitle‘Determining the Conceptions of Teaching Science Held by Experienced High School Science Teachers’ Journal of Research in Science Teaching 32 IssueID5 503–520
D. Hodson (1985) ArticleTitle‘Philosophy of Science, Science and Science Education’ Studies in Science Education 12 25–57
D. Hodson (1992) ArticleTitle‘Assessment of Practical Work: Some Considerations in Philosophy of Science’ Science Education 1 IssueID2 115–144 Occurrence Handle10.1007/BF00572835
D. Hodson (1993) ArticleTitle‘Philosophy Stance of Secondary School Science Teachers, Curriculum Experiences and Children’s Understanding of Science: some Preliminary Findings’ Interchange. 24 IssueID1&2 41–52 Occurrence Handle10.1007/BF01447339
M. Izquierdo N. Sanmartí M. Espinet (1999) ArticleTitle‘Fundamentación y Diseño de las Prácticas Escolares de Ciencias Experimentales’ Enseñanza de las Ciencias 17 IssueID1 45–59
B.B. King (1991) ArticleTitle‘Beginning Teachers Knowledge of and Attitude Towards History and Philosophy of Science’ Science Education 75 IssueID1 135–141
Klassen S. (2003). ‘A Theoretical Framework for Contextual Science Teaching’. 7th IHPST Proceedings. Winnipeg. Canada
T.S. Kuhn (1970) The Structure of Scientific Revolutions IL University of Chicago Press Chicago
S. Lakin J. Wellington (1994) ArticleTitle‘Who Will Teach the “Nature of Science”? Teachers View of Science and their Implications for Science Education’ International Journal of Science Education 16 IssueID2 175–190
M.R. Matthews (2000) ArticleTitle‘Editorial’ of the Monographic Issue on Constructivism, Epistemology and the Learning of Science Science and Education 9 491–505 Occurrence Handle10.1023/A:1008721400293
W.F. McComas (Eds) (1998) The Nature of Science in Science Education. Rationales and Strategies Kluwer Academic Publishers Netherlands
A. Maiztegui J.A. Acevedo A. Caamaño A. Cachapuz P. Cañal A.M.P. Carvalho L. Del Carmen A. Dumas Carré A. Garritz D. Gil E. González A. Gras-Martí J. Guisasola J.A. López-Cerezo B. Macedo J. Martínez-Torregrosa A. Moreno J. Praia C. Rueda H. Tricárico P. Valdés A. Vilches (2002) ArticleTitle‘Papel de la Tecnología en la Educación Científica: una Dimensión Olvidada’ Revista Iberoamericana de Educación. 28 129–155
Y.J. Meichtry (1993) ArticleTitle‘The Impact of Science Curricula on Students Views about the Nature of Science’ Journal of Research in Science Teaching 39 IssueID5 429–443
Mosterín J. (1990). ‘Foreword’. in Estany, A., Modelos de Cambio Científico, Editorial Crítica, Barcelona
J. Nussbaum (1989) ArticleTitle‘Classroom Conceptual Change: Philosophical Perspectives’ International Journal in Science Education 11 530–540
J. Solbes A. Vilches (1997) ArticleTitle‘STS Interactions and the Teaching of Physics and Chemistry’ Science Education 81 IssueID4 377–386 Occurrence Handle10.1002/(SICI)1098-237X(199707)81:4<377::AID-SCE1>3.0.CO;2-9
A. Stinner (1992) ArticleTitle‘Science Textbooks and Science Teaching: from Logic to Evidence’ Science Education 76 IssueID1 1–16
A. Stinner (1995) ArticleTitle‘Contextual Settings, Science Stories, and Large Context Problems: towards a more Humanistic Science Education’ Science Education 79 IssueID5 555–581
W.A. Suchting (1992) ArticleTitle‘Constructivism Deconstructed’ Science & Education 1 IssueID3 223–254
C. Sutton (1998) ‘New Perspectives on Language in Science’ B.J. Fraser K.G. Tobin (Eds) International Handbook of Science Education. Kluwer Academic Publishers Netherland
M.F. Thomaz M.N. Cruz I.P. Martins A.F. Cachapuz (1996) ArticleTitle‘Concepciones de Futuros Profesores del Primer Ciclo de Primaria sobre la Naturaleza de la Ciencia: Contribuciones de la Formación Inicial’ Enseñanza de las Ciencias 14 IssueID3 315–322
InstitutionalAuthorNameUnited Nations (1992) UN Conference on Environmental and Development, Agenda 21 Rio Declaration, Forest Principles Unesco Paris
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Gil-Pérez, D., Vilches, A., Fernández, I. et al. Technology as ‘Applied Science’. Sci Educ 14, 309–320 (2005). https://doi.org/10.1007/s11191-004-7935-0
Issue Date:
DOI: https://doi.org/10.1007/s11191-004-7935-0