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Textbook representations of science-technology relationships

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Abstract

One way of viewing curriculum content is to regard it astext: i.e. as a collection of narrative and argument which helps shape learners' views of the world. School and university textbooks form part of that collection. At university level, texts encountered by future teachers help shape views of the discipline which may be transmitted to later generations of school learners. This paper is concerned with how the relationships between science and technology are portrayed in school and university textbooks. Criteria are offered for evaluating these portrayals, and examples are presented of material which meets (or fails to meet) these criteria.

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Authors and Affiliations

  1. Monash University, 3168, Clayton, Vic

    Paul L. Gardner (Reader in Education)

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  1. Paul L. Gardner
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Specializations: science and technology education; educational measurement and evaluation.

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Gardner, P.L. Textbook representations of science-technology relationships. Research in Science Education 23, 85–94 (1993). https://doi.org/10.1007/BF02357048

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