Efecto de los libros de texto en la imagen que brinda la enseñanza sobre el desarrollo de la ciencia

his paper insists in the need of understanding that science teaching has had a development neither linear nor accumulative. This is a point of view assumed in the presentation of both concepts and theories in some textbooks. In his sense, it appears—on the one hand—that some questions concerning science have a direct correspondence with the very particular contexts in which they were formulated and —on the other hand— that a study of the approaches used in some textbooks to present scientific concepts, can contribute to the design of strategies—provided by the history and philosophy of the science— for science teaching in the classroom.