Which type of science is presented in Secondary Education textbooks?

Abstract

This paper presents a study based on an analysis of introductory lessons to biology and geology and to physics and chemistry in Secondary Education textbooks. The aims of this study are to characterize the view on the ≪nature of science≫ that is transmitted, to determine whether science is differentiated from pseudoscience and to detect whether certain concepts appear, by examining both the theoretical content of the textbooks and the recommended activities. The analysis reveals a lack of an introductory lesson in some books. Where such lesson is included, the text usually focuses on scientific method, paying little attention to the evolution of science, scientific models or other significant concepts. The image of science that is promoted, although it has positive aspects, is often deficient. In short, there is a lack of reflection on what science is and how it is constructed.