El texto escolar de química. Una revisión de su contenido didáctico y del manejo conceptual

Abstract

The paper presented below aims to provide a contextual approach to textbooks in general sciences and in specific with chemistry, showing three fundamental aspects: first a view of the school text and its common use in the classroom; second, the approach of teaching Chemistry in said texts; and, finally, the management of some basic concepts of the scientific process. The investigation is based on exploratory research, of documentary design with support in the technique of content analysis and the Atlas-ti data volume management tool. The school text is considered as a word-based and iconographic pedagogical resource with predominance of explanatory sequences from which the teachers rely on for class planning and establishing didactic programming. The language that is regularly used in scientific texts is far from the language we use on a daily basis, making it difficult to understand the contents. Especially when dealing with disciplines such as Chemistry which requires abstract and intangible thinking. Regarding the management of concepts, it is considered crucial to maintain accurate explanations within the text, using appropriate scientific terms and arguments, and avoiding inaccuracies. All texts must be designed according to the reading audience, using disciplinary knowledge corresponding to the level of study using as well as the historical reality of the underlying scientific contribution.