Abstract
Reviews the criterion of values as a means of distinguishing science from technology. Reports on research that finds a difference in the attitudes and values of male and female trainee-teachers when choosing contexts for technology. Concludes that the notion of "value-free" technology teaching should be contested, and that the cognitive values of science should be defended
| Original language | English |
|---|---|
| Pages (from-to) | 29-34 |
| Journal | School Science Review |
| Publication status | Published - 1999 |