Análisis de libros de texto en Educación Primaria para la enseñanza de "La luz, el sonido y el calor"

Abstract

The main aim of this thesis consist of analising how different publishing companies treat "Light, sound and heat" in Primary Education text books and looking for differences between those who where designed for LOE and LOMCE. This main aim is divided into another ones: - Analyze general characteristics and structure of text books in Social and Natural Science in Primary Education. - Analyze contents presented in different levels of Primary Education about the didactic unit "Light, sound and heat" in the text book selected and what kind of activities are presented in each content. - Check if Social and Natural Science text books are adjusted to what the official curriculum of LOE and LOMCE in the Region of Murcia establish. - Analyze the differences between the text books of the different publishing companies studied, contrasting text books of different publishing companies under the same law, as well as text books of the same publishing company under different laws. The design used in this investigation is the ex post facto type. I've analyzed Social Science text books from five publishing companies published from 2006 to 2012 (based on LOE) together with Natural Science text books of the same publishing companies published in 2015 (based on LOMCE). Although each publishing company uses different names, in almost all text books, the following structures is established: initiation, development and ending. The evaluation topic is not present very much. The development of conceptual contents should show the intuitive idea of "light", influencing phenomenological aspects and qualitative treatment of sound proprieties based on experiences and not on processes with a certain degree of conceptualization. At the same time, the idea of heat as a kind of energy which is transferred between two systems at a different temperature, results in a huge cognitive complexity. The learning of procedimental contents is so important to deal with the formative necessities of citizens and also to learn sciences. In that sense, it draws my attention the fact that authors are not worried about the learning of this type of contents. Realization of assemblies, construction of appliances¿should be incentive. Basic skills should be the main referents to learn at this educative stage. Observation, classification, tabulation, representation of facts, especially measurement, because the learning of this procedure is very important to learn others. The lack of presence of attitudes show that authors think these are not main contents in the basic academic training of citizens. These are habits dealing with health, hygiene, environmental conservation, sustainable development¿that must be studied in these ages. Otherwise, it would be very difficult to learn them in future stages. We should remember that the learning of attitudes take long periods of time and repetitive interventions. Proposals developed under LOE as well as LOMCE by the publishing companies studied, are not adjusted to the official curriculum. Concepts are developed much far from the enforceable, but there are important omissions in those of procedimental and actitudinal character. Dealing with the contrast between proposals of the same publishing company in terms of the current normative, significant changes are not observed.