The inclusion of evolutionary themes in Biology textbooks (1979-2010)
This article analyzes, in socio-historical perspectives, Biology textbooks from a collection of books by the same authors written between the 1970s and 2010. The article aims to understand the way in which evolutionary knowledge has been historically introduced in the Biology curriculum. It also aim...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2018
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22545 |
| Aporte de: |
| Sumario: | This article analyzes, in socio-historical perspectives, Biology textbooks from a collection of books by the same authors written between the 1970s and 2010. The article aims to understand the way in which evolutionary knowledge has been historically introduced in the Biology curriculum. It also aims to identify the justifications that account for the insertion of themes related to evolution in specific chapters of textbooks, namely in the classification of living beings. The main theoretical reference behind this analysis is represented by Goodson's studies about the history of school subjects. Based on these studies, the results suggest a polarization between pedagogical and scientific justifications for the inclusion of evolutionary themes in textbooks. |
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