Laguntzen al dute testuliburuek zientzia ulermen kontzeptual sakona garatzen? Landareen nutrizioa aztergai

Authors

  • Oier Pedrera University of the Basque Country, UPV/EHU
  • Oihana Barrutia University of the Basque Country, UPV/EHU
  • Jose Ramón Díez University of the Basque Country, UPV/EHU

DOI:

https://doi.org/10.26876/ikergazte.v.02.27

Keywords:

Science teaching/learning, Textbook analysis, Plant nutrition, Plant blindness

Abstract

Textbooks are one of the most widely used resources in science education. Consequently, their analysis is essential both in order to know the quality and typology of the instruction students’ receive and to improve them. In this study, the treatment of the topic of plant nutrition in the biology textbooks of the 1st year of Baccalaureate has been studied regarding four basic aspects: structure, conceptual content, images and activities. Thus, it has been observed that the most common books in the BAC promote reproductive and superficial learning, which is not enough to develop the scientific competence and deep understanding of scientific models that the current science teaching/learning pursue.

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Copyright (c) 2023 IkerGazte. Nazioarteko ikerketa euskaraz

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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Published

2023-05-09

How to Cite

Pedrera, O., Barrutia, O., & Ramón Díez, J. (2023). Laguntzen al dute testuliburuek zientzia ulermen kontzeptual sakona garatzen? Landareen nutrizioa aztergai. IkerGazte. Nazioarteko Ikerketa Euskaraz, 2, 219–226. https://doi.org/10.26876/ikergazte.v.02.27

Conference Proceedings Volume

Vol. 2 (2023): V. Ikergazte. Nazioarteko ikerketa euskaraz. Kongresuko artikulu bilduma. Gizarte Zientziak eta Zuzenbidea

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Artikuluak

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