Teaching ecological changes in secondary education: A challenge in didactic transposition.

Abstract

This job studies the distance in the structure, and in what is significant, between the science of scientists and the text in books with respect to the theory of succession. Given that there exist different scientific paradigms to explain the ecological changes, we examined the different focuses included in the scientific books, the tools that the authors use for the construction of ecological theory and the contribution of such, or the distortion effect, that is produced. The results show that the transposition is realized through a simplification of the theory of succession from the holista or the ecosystematic model and that this simplification, together with the ambiguity or polysemy of many of the notions used, results in determinist meaning on ecological changes.