Biodiversity and its Teaching Transposition in the Elementary Curriculum in the Organic Education Laws since the LOGSE (1990)

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.There are few studies on the treatment of biodiversity in the Primary Education curriculum. There are even less on the didactic transposition of the Scientific Knowledge behind this concept to the Laws on Education. This study tries to delve into the quality of that step by offering both with a qualitative and quantitative analysis on biodiversity’s transposition; referred to both the national level and Andalusia one. Major mistakes and shortcomings of the transposition are analyzed, and possible updates are pointed out while comparing national and regional scopes. Also, we assess the chronological evolution of the process through various laws up the current LOMCE; we found biodiversity’s transposition is incomplete, unbalanced and unstructured, with differences between the national and regional level; finally, no significant learning on biodiversity seems to be guaranteed

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

There are few studies on the treatment of biodiversity in the Primary Education curriculum. There are even less on the didactic transposition of the Scientific Knowledge behind this concept to the Laws on Education. This study tries to delve into the quality of that step by offering both with a qualitative and quantitative analysis on biodiversity’s transposition; referred to both the national level and Andalusia one. Major mistakes and shortcomings of the transposition are analyzed, and possible updates are pointed out while comparing national and regional scopes. Also, we assess the chronological evolution of the process through various laws up the current LOMCE; we found biodiversity’s transposition is incomplete, unbalanced and unstructured, with differences between the national and regional level; finally, no significant learning on biodiversity seems to be guaranteed. Keywords: biodiversity; didactic transposition; elementary curriculum; educational law.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. Biodiversity and its Teaching Transposition in the Elementary Curriculum in the Organic Education Laws since the LOGSE (1990) Abstract: There are few studies on the treatment of biodiversity in the Primary Education curriculum. There are even less on the didactic transposition of the Scientific Knowledge behind this concept to the Laws on Education. This study tries to delve into the quality of that step by offering both with a qualitative and quantitative analysis on biodiversity’s transposition; referred to both the national level and Andalusia one. Major mistakes and shortcomings of the transposition are analyzed, and possible updates are pointed out while comparing national and regional scopes. Also, we assess the chronological evolution of the process through various laws up the current LOMCE; we found biodiversity’s transposition is incomplete, unbalanced and unstructured, with differences between the national and regional level; finally, no significant learning on biodiversity seems to be guaranteed. Keywords: biodiversity; didactic transposition; elementary curriculum; educational law