Estudio del tratamiento del enlace químico en los libros de texto españoles

Abstract

This work presents an analysis of the approach taken by secondary education textbooks in Spain to the concept of chemical bonding. A comparative case study was performed on three of the most widely used publishers, for which a rubric was devised with six categories: content sequencing, cause of bond formation, terminology used, substance classification based on type of bond, chemical bonding models and the study of intermolecular forces. The conclusion is that there are no differences between publishers in four of the six aspects, but differences do exist in the terminology used and the approach to intermolecular forces. Teachers are advised to make use of the rubric to analyze textbooks' approach to chemical bonding and decide which to use in their classes.