La Biodiversidad y su transposición didáctica en el currículo de Primaria en las Leyes Orgánicas de Educación desde la LOGSE (1990)

Abstract

Resumen: Existen muy pocos estudios sobre el tratamiento de la biodiversidad en el currículo de Primaria, así como sobre la transposición didáctica desde el Saber Sabio de este concepto a las Leyes Orgánicas de Educación. Este estudio intenta profundizar en la calidad de ese primer paso transpositivo en el currículo de Primaria, a través de un análisis cualitativo y cuantitativo de dicho proceso mediante una metodología que cuantifica y evalúa el tratamiento de la biodiversidad a nivel nacional y autonómico andaluz. Se comprueba que la transposición de la biodiversidad es incompleta, desigual y desestructurada. Se analizan los principales errores y carencias del proceso, y se señalan posibles actualizaciones, comparando ambos niveles a través de las distintas Leyes hasta la actual LOMCE. La conclusión final apunta a que no se facilita un aprendizaje de calidad con el actual marco curricular. Palabras clave: biodiversidad; transposición didáctica; currículo de primaria; ley educativa.

How Do Children Perceive the Biodiversity of Their nearby Environment: An Analysis of Drawings

“…It is a difficult construct to teach in the classroom due to its complexity and high degree of abstraction [3,[40][41][42]. However, in science education, biodiversity is an emergent topic and there are few studies on it [5,44]. Thus, we briefly describe how this topic appears in the Spanish curriculum.…”

“…The Spanish state establishes the objective of a basic, open, and flexible general curriculum. In Spain, the current way biodiversity is treated in the official curriculum and school textbooks proposes a partial form of content sequencing [5,45]. In the most recent Spanish educational laws, Ley Orgánica de Educación [46] and Ley Orgánica para la mejora de la calidad educative [47], the concept of biodiversity is absent and is only mentioned under the term "biological diversity".…”

“…In the most recent Spanish educational laws, Ley Orgánica de Educación [46] and Ley Orgánica para la mejora de la calidad educative [47], the concept of biodiversity is absent and is only mentioned under the term "biological diversity". This term is more restrictive and limited than simply "biodiversity" [5]. Every autonomous regional administration develops their frameworks, and schools develop their individual curricula accordingly.…”

“…The biodiversity concept is a complex term that has become widely used since first being coined in 1986 [5]. According to the International Convention on Biological Diversity (CBD) of 1993 [6], biodiversity is understood as all living beings that populate the Earth, as a result of billions of years of evolution, together with the influence of humans.…”

“…According to the International Convention on Biological Diversity (CBD) of 1993 [6], biodiversity is understood as all living beings that populate the Earth, as a result of billions of years of evolution, together with the influence of humans. Biodiversity is defined as the specific properties of a given geographical area, structured in elements and levels (genetic, taxonomic, and ecosystem diversity), with relationships between the components of the system (biotic and abiotic), and where human beings have acquired increasing relevance [5]. However, this conceptualization is being broadened and becoming more complex, considering the social, ethical, moral, economic, and cultural aspects [7].…”