How is biodiversity understood in compulsory education textbooks? A lexicographic analysis of teaching programs in the French-speaking part of Switzerland

Figures & data

Figure 1. Synthesis axes to study biology. Adapted from Barroca-Paccard, Orange Ravachol, and Gouyon 2018.

Table 1. Overview of the corpus (for each level, the number of occurrences of biodiversity, diversity and living as well as the total number of words and hapax¹ in each corpus).

Level	Information
1	0 occurrences of biodiversity, 12 occurrences of diversity, 39 occurrences of living 5428 words, 269 hapax
2	5 occurrences of biodiversity, 0 occurrences of diversity, 37 occurrences of living 7587 words, 531 hapax
3	4 occurrences of biodiversity ; 2 occurrences of diversity; 13 occurrences of living 6195 words, 447 hapax

Figure 2. Dendrogramm representing the classes.

Figure 3. Correspondance analysis.

Figure 4. Similarities of the Class 1.

Figure 5. Similarities of the Class 2.

Figure 6. Similarities of the Class 3.

Figure 7. Similarities of the Class 4.

Barroca-Paccard, M., D. Orange Ravachol, and P.-H. Gouyon. 2018. “Quelle Prise En Compte du Concept De Biodiversité Dans Les Programmes Français De Sciences Et Technologie Et De Sciences De la Vie Et De la Terre ?” RDST 18 (18): 59–78. doi:10.4000/rdst.1980.

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