How infectious diseases are addressed in textbooks?

Abstract

This paper analyzes how textbooks introduce infectious diseases and if the activities promote the development of scientific competencies in this topic. Eight textbooks widely used in 9th grade (14-15 years old) Biology and Geology teaching are analysed. The results show that the textbooks make reference to numerous diseases, although they do not focus on individual and relevant cases in our context. The models of infection are not connected with specific diseases. Activities requiring the memorization of concepts are more frequent than the application ones, being the scientific explanation of phenomena the main competency addressed in the last ones. One implication is the need to enhance tasks addressing socio-scientific controversies to promote critical thinking and the development of scientific practices by students in this science topic.