Abstract
Since they appeared, the studies of Science, Technology and Society (STS) have been interested in education as the key to help the citizens of tomorrow to participate in the discussions dealing with the future of technoscience. In Spain, the STS subjects became part of the secondary school programmes since the educational reform. Nevertheless, the analysis of the text books used in Catalonia shows that a deterministic vision of science and technology ?both of them thought as entities with their own logic of development, independent from social reality? coexists with a neutralistic conception, which considers technoscience as a basic tool that can be used by humanity either in a correct or an incorrect way. The student has the perception that science and technology shape the social reality, but that are somehow independent from society.
Highlights
Since they appeared, the studies of Science, Technology and Society (STS) have been interested in education as the key to help the citizens of tomorrow to participate in the discussions dealing with the future of technoscience
Tecnologia i societat als llibres de text de ciències i tecnologia de batxillerat Santiago Tomàs i Justribó entendre com una conseqüència directa de la naturalesa mateixa dels estudis de CTS
Però aquests plantejaments no són, com es podria pensar en principi, incompatibles amb les freqüents declaracions de neutralitat de la ciència i la tecnologia que es poden trobar tant als llibres de text com a les programacions oficials
Summary
Los estudios de Ciencia, Tecnología y Sociedad (CTS) se han interesado por la educación, concebida como la clave para que los ciudadanos del mañana puedan intervenir en los debates sobre el futuro de la tecnociencia. Pero el análisis de los libros de texto de bachillerato usados en Cataluña muestra como en ellos coexiste una visión determinista de la ciencia i la tecnología —pensadas como entidades con una lógica de desarrollo propio, independiente de la realidad social— con una concepción neutralista, que entiende la tecnociencia como una simple herramienta que la humanidad puede usar de forma correcta o incorrecta. El estudiante recibe la impresión de que la ciencia y la tecnología configuran la realidad social pero que son, ellas mismas, independientes de la sociedad.
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