Problem situations in biology textbooks before and after educational reform

Abstract

In view of the new epistemological and psycho-pedagogical conceptions, "problem solving" emerges as one of the didactic models that allows students to acquire significant knowledge. Therefore, a research on the characteristics of the problem situations found in Biology school textbooks is proposed. This work is based on the systematization of the analysis of the resolution of the problems proposed in twelve textbooks. Most of the problems analyzed have a textual formulation level, closed transformation level, with formal language, do not allow the work of alternative conceptions, the resolution method is generally verbal, the content pure. of natural context and admit, in general, functional analysis. Another aspect taken into account is the comparative analysis of the evolution of some editorial proposals, and three classes can be distinguished according to: the edition in relation to the Educational Reform, and the treatment given to the topics addressed.