Abstract
This paper discusses the nature of the relationships between science and technology. It offers an explanation of why the development of understanding of science-technology relationships is important. It discusses the meanings attached to the terms 'science' and 'technology', and outlines four views of the nature of their relationship: the 'idealist' view (technology as applied science), the 'demarcationist' view (separate fields), the 'materialist' view (technology as a necessary precursor to science) and the 'interactionist' view (scientists and technologists working together). Five Canadian senior high school physics textbooks are then analysed to examine the ways in which they represent the nature of the relationships between technology and science. The books display numerous positive features: a recognition of the human face of science and technology; frequent reference to careers in which a knowledge of physics might be useful; and many illustrations of interesting technological artefacts. However, with minor exceptions, the texts are dominated by an idealist storyline which presents a limited view of the history and philosophy of science-technology relations.
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