Abstract:
This research analyses the teaching of the DNA as presented by both biology and chemistry textbooks for the medium level. The aspects analysed were the approach proposed and the teaching models presented. It was shown that there are problems concerning with both aspects. As a consequence, the teaching of the DNA occurs in a disconnected and sometimes incoherent way between the two subjects. It does not contribute for students understanding and developing of a critical view about themes related to genetic engineering that has been emphatically published by the media. We advocate that such a teaching occurs from an interdisciplinary perspective so that it could really favour students' meaningful learning.
Key-words:
DNA; textbooks; interdisciplinarity.