ANÁLISIS DEL CONCEPTO DE CAMBIO QUÍMICO EN LOS LIBROS DE TEXTO DE EDUCACIÓN PRIMARIA

Abstract

The widespread use of the text books makes them one of the most decisive factors in the applying the curricular reforms. On the other hand, they are the most visible product in the didactic conversión of the scientific knowledge. Thats is why they become be prefered the object of the didactic studies. In this work the concept of Chemical change that propose the books of text of Elementary Education (6-12 years) is analyzed. The analysis of the formulation level and of the empirical references proposed by the seven selected publishing companies reveáis us a great diversity of didactic positions, that are not always coherent neither with the curricular prescriptions neither with the results of the Science education research. Finally, some implications are pointed out in the training of the teachers who will have to teach the Chemical phenomena in the fírst educational levels.