Scientific contents in school textbooks for rural primary education in Colombia

This article is part of a study on school science contents (SSC) in rural primary schools in Colombia. Specifically, there is an analysis of the scientific contents in school textbooks that are part of the curricular proposal of the new school model. A qualitative approach is used, through the content analysis of school textbooks, to assess SSC from the conceptual level, the ways in which they are presented, their contribution to the scientific education of students, and the connections established among them. Regarding the results, it is worth mentioning that the contents are presented with inaccuracies or shortcomings in the definitions and the poor relationship between the different SCC both at the intra-and inter-grade levels, and in terms of the different natural sciences taught at school-biology, physics, and chemistry. This would indicate that the curriculum has a biased view of the natural sciences, which promotes conceptual errors that foster distorted conceptions of science.