Abstract
Objectives This study aims to analyze the bias problem of modern science, such as technological determinism contained in artificial intelligence secondary education textbooks, through the theoretical concept of Science and Technology Studies (STS).
 Methods This study was largely conducted by (1) the survey of public perception of artificial intelligence education and (2) the analysis of contents of current high school artificial intelligence textbooks. A survey method was applied for public perception, and a qualitative analysis was applied for textbook analysis.
 Results Through the analysis of artificial intelligence textbooks, it was possible to examine (1) technological determinism, (2) gender bias and labor bias, and (3) ethically dangerous contents in artificial intelligence textbooks. These biases and risks divide the relationship between artificial intelligence and human actors in a dichotomous way and limit it to economic aspects, and in the end will prevent a dynamic relationship of both and lead to a rigid or hate.
 Conclusions Our society tends to limit science & technology textbooks to vocational education use only. Future generations will face unexpected situations while living in conditions where information/data/artificial intelligence are generalized. The main goal of AI curricula should be for civic education, not just only for job-seeking. Citizens in the era of artificial intelligence should be dynamic and participatory users (subjects), not simply passive labors or consumers. In line with this, additional diagnosis and improvement of current artificial intelligence textbooks and curricula are needed.
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