| Summary: | In a globalized and constantly changing world, education must be continuously updated. This requirement plays a major role in scientific and technological education, since technology may under goes significant changes in short periods of time. In such context, our students need educational opportunities that allow them to link scientific and technological aspects to many other subjects and situations which are closer to their personal interests and responsible actions. How to help our young people to discuss issues that need the consideration and integration of a variety of disciplines? How to encourage them to participate in a responsible way?
In this study we focused on teaching and learning the nature of energy, and other related concepts, in science from an interdisciplinary point of view. We analyzed contents of secondary education textbooks and curricular guidelines, taking into account their importance as classroom resources, and discussed the level to which controversial issues were displayed, considering a multidisciplinary approach.
Results highlight a lack of consideration of environmental and social impacts derived from energy production and consumption, and also a lack of attention to interdisciplinary aspects. Attention given to renewable energies does not fit the present role of these kinds of energies in society, focusing more on non-renewable energies. Generally texts emphasize traditional energies without regard to the future possibilities.
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