ABSTRACT Our paper analyses the genetics and gene technology contents of German (Bavarian) and Portuguese biology textbooks, as fields common in science-technology-society-environment (STSE) issues. Our aim was to determine the extent to which textbooks from both countries contribute to students’ understanding of the STSE issues and therefore to students’ scientific literacy (SL), as well as to detect indicators of the Decontextualized and Socially Neutral View of Science and Technology (DSNVST), as a barrier for achieving that goal. We qualitatively and quantitatively inspected eight textbooks according to previously proposed criteria and sub-criteria: four Portuguese textbooks (two each for the 9th and 12th grade) and four German textbooks (two each for the 9th and the 11th grade). Based on compliance with our set of criteria and sub-criteria, we identified 2390 STSE statements attempting to approach STSE issues, but we also found important lacks in all textbooks and detected DSNVST indicators. Finally, we discuss possible linkages between these indicators and the socio-cultural background underlying textbooks, in terms of both educational policies determining curricula, and prevailing public attitudes towards science. Some similarities within each nationality, as well as some divergences between them endorse our hypothesis that the socio-cultural context from which textbooks emerged determined the choice of STSE content, the discussions employed, and the conception of science and technology displayed by the textbooks.

中文翻译：

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德国和葡萄牙生物学教科书中的科学技术社会环境问题：受社会文化背景影响吗？

摘要本文分析了德国（巴伐利亚）和葡萄牙生物学教科书的遗传学和基因技术内容，这是科学，技术，社会，环境（STSE）问题中的常见领域。我们的目的是确定两国教科书在多大程度上有助于学生对STSE问题的理解，从而有助于学生的科学素养（SL），以及发现脱上下文和社会中立的科学技术观的指标（DSNVST）作为实现该目标的障碍。我们根据先前提出的标准和子标准对八本教科书进行了定性和定量检查：四本葡萄牙语教科书（九年级和十二年级各两本）和四本德国教科书（九年级和十一年级各两本）。根据我们的一套标准和子标准，我们找到了2390条试图解决STSE问题的STSE语句，但是我们还发现所有教科书中都存在严重不足，并检测到DSNVST指标。最后，我们根据确定课程的教育政策和公众对科学的主流态度，讨论了这些指标与教科书所依据的社会文化背景之间的可能联系。每个民族之间的某些相似之处，以及它们之间的某些分歧，支持了我们的假设，即从中出现教科书的社会文化环境决定了STSE内容的选择，所采用的讨论以及教科书所展示的科学和技术概念。我们将根据确定课程的教育政策和公众对科学的普遍态度，讨论这些指标与教科书所依据的社会文化背景之间的可能联系。每个民族之间的某些相似之处，以及它们之间的某些分歧，都支持了我们的假设，即从中出现教科书的社会文化环境决定了STSE内容的选择，所采用的讨论以及教科书所展示的科学和技术概念。我们将根据确定课程的教育政策和公众对科学的普遍态度，讨论这些指标与教科书所依据的社会文化背景之间的可能联系。每个民族之间的某些相似之处，以及它们之间的某些分歧，支持了我们的假设，即从中出现教科书的社会文化环境决定了STSE内容的选择，所采用的讨论以及教科书所展示的科学和技术概念。