La visión del conocimiento científico y del conocimiento tecnológico en los libros de Química General utilizados en carreras de Ingeniería de la Universidad de Buenos Aires

  1. Ana María Martín Rodríguez
  2. Carmen Barrero
  3. Lidia Sánchez
  4. Jorge N. Cornejo
REEC: Revista electrónica de enseñanza de las ciencias

ISSN: 1579-1513

Year of publication: 2011

Volume: 10

Issue: 3

Pages: 550-566

Type: Article

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Despite the diversity of media available today, the textbook is still the main educational resources used in science education, and its selection is one of the most important curricular decisions made by teachers. Moreover, due to the special characteristics of the engineering activities, it is necessary, from the start of the course, to resort to textbooks that strike a balance between scientific knowledge and technology. The purpose of this study is to determine the underlying beliefs present in textbooks. For that matter, twenty chemistry textbooks used at the School of Engineering of the University of Buenos Aires were analyzed. The textbooks were classified in two categories: those that reveal a relationship between scientific and technological knowledge, and those that adscribe to positivist, systemic or socio-historical backgrounds. The relationship between the two categories was analyzed. It was observed that most chemistry textbooks tend to ignore an explicit definition of technological knowledge