THE REPRESENTATION OF GENETICS AND EVOLUTION THROUGH IMAGES USED IN BIOLOGY TEXTBOOKS

This research evaluates the contents related to Genetics and Evolution in six High School Biology textbooks, according to the suggestions made by the Biology's High School National Curriculum Parameters (PCN+). The evaluated books did not have all the suggested content and exposed different approaches in common content. We also analyzed 1323 images, which have been categorized by iconography; functionality; relation with the text; verbal labels and scientific content. Most images were classified as photography, with informative feature and were seen as scientifically correct. This fact shows that the author's books standardize the selection of images, prioritizing some types. We believe that reflective images that allow students to think about the content should be explored more.

Biology education; Didactic Resource; Imagistic language