Technology is generally viewed as ‘applied science’, that is to say, as something that comes ‘after’
science. This conception justifies the lack of attention paid to technology in science education, especially where
physics education is concerned. In this chapter 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 naïve and distorted view of
science which deeply affects the necessary scientific and technological literacy of all citizens, as well as the
preparation of the future scientists and technicians that our societies demand
