TECHNOSCIENCE AND EDUCATION: EPISTEMOLOGICAL FOUNDATIONS FOR SCIENCE TEACHING IN THE DIGITAL AGE

Abstract

This essay examines how technology is significantly changing science education in the digital age, enabling scientific knowledge to be produced, validated, and disseminated through new frameworks. Furthermore, it analyzes how this technological mediation affects education in schools and reflects on the role of technology in Latin America. From a methodological perspective, this is a theoretical-argumentative essay with a dialectical approach, linking the social studies of science and technology with the epistemology of complexity and sociocultural constructivism. It is argued that technoscience cannot be limited to equipping schools with technology or constantly training teachers in current strategies; rather, it implies a more profound change in practices for posing problems, producing evidence, and making decisions. Therefore, schools must focus on training students to think critically so they can analyze, evaluate, and compare data and information from their environment. In light of this, a model based on six principles is proposed: epistemological centrality, technological mediation, epistemic practice, digital epistemological vigilance, interculturality, and sociotechnical justice. Consequently, technology alone does not guarantee a transformation in science education; thus, it is urgent to prepare students with competencies that meet ethical, social, and cultural criteria. In Latin America, there is an emphasis on the need to address structural inequalities and promote a context-specific adoption of technology, recognizing local knowledge and avoiding the reproduction of cognitive gaps.