Analysis of Physics and Chemistry Textbooks within the Context of the LOGSE Reform

Abstract

The contents of this paper are part of a larger research project which addresses the following issue: the difference between the actions proposed by the LOGSE reform for teaching Physics and Chemistry in Spain and the actual actions put into practice in compulsory secondary education centres and classrooms. Here, we analyse the textbooks that were produced according to this educational reform. We focus on an essential element in these methodological resources: the type of content selected (concepts, procedures and attitudes) in the lessons. The results show some of the shortages and deficiencies these textbooks have, and that, in general, they never complied with the official curriculum guidelines.