Dificultades en la comprensión de las explicaciones de los libros de texto de física

Abstract

Explanations of Spanish secondary school physics textbooks are ana:yzed using a classificatory scheme under two cathegories: concrete and formal. The proportions of concrete and formal explanations found in 589 units of analysis from five textbooks are given. The proportions of «concrete explanations» at the begining of a chapter are also reported. The results are discussed considering the proportion of concrete and formal thinkers as measured w:th the Longeot test found in a high -status highschoo: of Madrid.