This paradox it contributed to give to priority to the processes and methods of science, to the empirismo, the inductivismo and the independent discovery, but coexisting with traditional methods of education. In this period the first great educative projects like the Nuffield arose, the BSCS, and the PSSC, but also it was continued teaching only conceptually and from positivistas visions. We could summarize that the education in sciences is characterized by low quality in education, since the conceptual thing is only prioritized and the actitudinal thing is left of side procedural and, low quality in the learning since it is learned significantly and not applied knowledge in other contexts, is reduction of the interest of students in all the levels. It is mentioned to him to boring, irrelevant, impersonal and frustrating science like. A deformed image of science and the scientists is had. There is potential abandonment of those who chooses science in the university.
It increases the breach of sort, although it begins to arise empirical investigation on education in sciences, in special on the alternative conceptions (Solbes and Vilches, 1989). In the case of the technology, the visions that were had, and still are had, been that the technology is science applied to the production processes, that products technological are only devices material, that technology is universal and not contextualisation needs social, that the evolution of the technological devices is guided by its functional optimization, that the technological devices are product of the brilliant invention of individual creators and who the technological activity is neutral (Garci’a Palaces ET to., 2001). In that context, the scientific, technical and technological knowledge is perceived by many like ethically neutral and with high moral credit, Being the paper of science to know better the nature to dominate it, and the one of the technology, the creation of satisfactores for the man.