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The relationships among science, technology, and society find in education one of their most significant spaces for interaction. Educational institutions remain some of the most important settings for the production (at higher levels) and reproduction (at primary and secondary levels, and also at university) of knowledge in our societies. It is in classrooms that many of the vocations underpinning the professional trajectories of scientists and engineers are either fostered or thwarted. It is also in classrooms where the basic training of those professionals takes place. Therefore, it is not an exaggeration to state that the future of technoscientific development depends, to some extent, on the present state of science and technology education.
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