Aplicación del análisis secuencial al estudio del texto escrito e ilustraciones de los libros de física y química de la ESO

Resumen

There is enough evidence for the significant weight that textbooks have nowdays in the science classroom, as a knowledge source of and as a means for teaching. In this paper a tool -sequential analysis- to search the teaching sequence of textbooks and the role of illustrations in such a sequence is described and applied. For that purpose a sample of Secondary level Physics and Chemistry textbooks was selected. The results lead to make clear the didactic profile of revised textbooks and their grouping in two classes, one connected with a more traditional conception on teaching-learning of Science and another connected with a more modern conception in relation with the Spanish Educational Reform.