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The pictorial representations (PR) are fundamental in textbooks, particularly to those regarding the Sciences education. Their efficiency and value for the teaching and learning processes must be focus not in their quantity, but in the way they are linked and integrated, so that it can create an adequate relationship with the verbal language. This study presents the results obtained from a quantitative evaluation of Biology and Geology textbooks of the 10th grade (n=5) and Geology of the 12th grade (n=3) of the Portuguese education system. The chosen topic was Paleomagnetism and it was formulated through the following research question: in the chapter concerning Paleomagnetism, do the Geology textbooks show a consistent organisation and structuring of the PR for the teaching and learning processes? To answer this question, the following goals were defined, which should be able to evaluate: the relationship of “communication”between the PR and the verbal language in the previously evaluated subchapters; the prevalence of the PR typologies in the observed sample; the presence of legend and scale in the considered PR. The results allow us to conclude the importance that PR has in the Geosciences teaching as a complement to the explanation text, and as a support to the practical activities. However, there are evidences of the lack of rigor in the use of these representations, which can lead to the possibility of a less effective learning of geological subjects or may lead to erroneous conceptions in students.

Pictorial Representations in Geology Textbooks of High School: a Study in the Scope of the Paleomagnetism