<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662020000400957</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El cambio climático en los libros de texto de educación secundaria obligatoria]]></article-title>
<article-title xml:lang="en"><![CDATA[Climate Change in the Textbooks of Compulsory Secondary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro-Díaz]]></surname>
<given-names><![CDATA[Miriam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno-Fernández]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivero-García]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla Facultad de Ciencias de la Educación Departamento de Didáctica de las Ciencias Experimentales y Sociales]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>87</numero>
<fpage>957</fpage>
<lpage>985</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662020000400957&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662020000400957&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662020000400957&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo presenta los resultados de una investigación cuyo objetivo es determinar qué visión sobre el cambio climático se transmite en los libros de texto españoles de educación secundaria obligatoria. Para ello se ha realizado un análisis de contenido, a partir de una parrilla de recogida de datos elaborada expresamente para este estudio, a 24 libros de diversas asignaturas y editoriales presentes en las aulas. Los resultados muestran que el cambio climático se trabaja en libros de diversas asignaturas, principalmente en la optativa de Ciencias aplicadas de la actividad profesional. Sin embargo, también muestran deficiencias y ausencias: determinadas causas relevantes, consecuencias sociales y económicas, estrategias de adaptación o enfocadas desde modelos socioeconómicos alternativos, lo que limita la ayuda al alumnado para mejorar su comprensión y actuación ante la crisis climática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of research on the transmission of knowledge about climate change in the textbooks used in Spain's compulsory secondary education. Based on a data collection grid designed expressly for the study, content analysis was conducted of 24 textbooks from various publishers and subject areas, all present in the classroom. The results show that climate change is included in the textbooks of several subjects, primarily from the perspective of applied science in professional activities. However, deficiencies and absences were also identified: certain relevant causes, social and economic consequences, adaptation strategies, and strategies focused on alternate socioeconomic models. These limitations are unhelpful for students' understanding of the climate crisis and their related actions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[cambio climático]]></kwd>
<kwd lng="es"><![CDATA[libros de texto]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[secondary education: climate change]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
</kwd-group>
</article-meta>
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