Ekosistemak bilatzen ote du oreka? Testuliburuetan ekologiaren bidez zabaltzen diren ideiak

Abstract

The aim of this paper is to examine the transposition of teaching the theory of ecological succession from scientists to science textbooks used in compulsory secondary education. The contents of ecology textbooks derive meanings that do not coincide with what scientists say about the same facts and theories. In general, the implementation of the educational theory of ecological succession is carried out from college textbooks simplifying the content of these and this simplification is the cause of environmental non-scientific interpretations. For example, some publishers are ecological succession based on the idea of monoclimax, while in science this idea is not accepted as a reality of ecosystems.