Teachers’ conceptions about the nature of technology and the science-technology-society-environment relationships

Abstract

This paper aims, firstly, to question widespread conceptions of technology, presented as a simple application of scientific knowledge, which are contributing to a distorted and impoverished view of the nature of science and technology and, therefore, to students’ lack of interest and even rejection of the study of techno-scientific subjects. Secondly, we present an analysis of how these conceptions affect even teachers in charge of technological literacy. Finally, we contemplate how to overcome these conceptions.