Análisis de las interpretaciones evolutivas en libros de texto de Enseñanza Secundaria

Abstract

Evolution has always been part of the secondary education syllabus and its textbooks in Spain; yet, there is no proper understanding of evolutionary mechanisms and processes. The present work proposes a new type of analysis to study how textbooks approach Evolution according to the interpretative models used therein. We propose 8 categories to assign models for sentences referred to evolutionary process. Our results show remarkable inconsistency and predominancy of dated teleological and lamarckist models. There is need for updating with Internalism and for avoiding Teleology and Lamarckism.