Contenido principal del artículo
After five school years current of Geography textbooks have been used in the last year at the secondary school we carried out here an analysis of the treatment that these give to the Physical Geography and, more specifically, the climate in Spain. Other studies have already treated an general analysis of the books offering “a number of general conclusions that serve as guidelines for debate on them rather than as a profound study on the contents of the texts and their valuation” (Vera & De Lázaro, 2010, p. 174). It must therefore critically evaluate a study of one of the aspects that are vaguer, and certainly controversial, the climates of Spain. Working with manuals and its analysis has enabled us to detect some of the gaps with the contents for the last year at secondary school, gaps that usually come from the secondary school. This, then, leads us to propose a number of proposals concerning the possibilities of the subject in the new education law.