Technology as 'Applied Science': A Serious Misconception that Reinforces Distorted and Impoverished Views of Science

Abstract. The current consideration of technology as ‘applied science’, this is to say, as something that comes ‘after ’ science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a na€ve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens. 1