A reflection on distorted views of science and technology in science textbooks as obstacles to the improvement of students’ scientific literacy

Florbela M. Calado, Franz X. Bogner


APA 6th edition
Calado, F.M., & Bogner, F.X. (2013). A reflection on distorted views of science and technology in science textbooks as obstacles to the improvement of students’ scientific literacy. European Journal of Educational Research, 2(2), 51-68. doi:10.12973/eu-jer.2.2.51

Harvard
Calado F.M., and Bogner F.X. 2013 'A reflection on distorted views of science and technology in science textbooks as obstacles to the improvement of students’ scientific literacy', European Journal of Educational Research , vol. 2, no. 2, pp. 51-68. Available from: http://dx.doi.org/10.12973/eu-jer.2.2.51

Chicago 16th edition
Calado, Florbela M. and Bogner, Franz X. . "A reflection on distorted views of science and technology in science textbooks as obstacles to the improvement of students’ scientific literacy". (2013)European Journal of Educational Research 2, no. 2(2013): 51-68. doi:10.12973/eu-jer.2.2.51

Abstract

Scientific literacy has been increasingly considered a major goal of science education. While textbooks remain the most widespread tools for pursuing this goal within classrooms, they have been slow to adapt to the most recent epistemological paradigms, often still conveying distorted views of science and technology. Accordingly, we present herein a theoretical framework specifically intended to highlight the potential of textbooks to promote students’ scientific literacy. It is additionally argued that, often, the misconceptions conveyed by textbooks represent obstacles to the acquisition of a fair image of science and, therefore, to the acquisition of scientific literacy. Finally, a textbook analysis is suggested.

Keywords: Scientific literacy, knowing about science, science, inquiry, technology, society, environment, textbooks, conceptions