Heat and Temperature: an analysis of how these concepts are dealt with in textbooks

Abstract

SUMMARY Despite the fact that textbooks are primarily directed at students, research has shown that teachers are heavily reliant and dependent on them. On the other hand, there is some empirical evidence that textbook presentation of science content may lack accuracy and strengthen some alternative conceptions on their users. Besides, it seems that textbooks are not always in agreement with the results of educational research, namely in regard to teaching approaches. Thus, the main objective of this paper is to analyse how 9th grade Portuguese physics textbooks deal with heat and temperature, in order to see whether or not they are adequate sources of information for students and teachers. Eleven 9th grade textbooks are analysed with regard to ideas included, correctness of concepts and arguments, global teaching approach, learning activities (nature, diversity, level of investigation, etc.). The results indicate that the majority of the textbooks are hardly consistent with modem perspectives for science education.