Teaching science and technology in Argentine schools (1880-2000): An analysis from textbooks

Abstract

In this paper, a historical analysis is done about teaching science and technology both at primary and secondary levels in the Argentine educational system, from 1880 to the present. The research is based on the books which have been historically used at schools in Argentina for physics, chemistry, cosmography, biology, natural science manuals and manuals which secondary and primary teachers have used for those subjects. The job is divided into three sections: a) the historical evolution of the didactical proposals of the textbooks, b) the epistemological position which backs up such proposals and c) the teaching of technology in secondary schools. Some conclusions are reached on matters such as degrees of updating and politization of contents, the adequacy of mathematical levels, the infl uence of positivism and the limitations of teaching technology.