摘要：This paper analyzes how images are used in (N=41) Physics textbooks of three different educational levels. It is discussed to what extent the use of external images could contribute to the comprehension of the physical phenomena and the building of proper mental representations. It is considered how certain conceptions on the internal images would seem to influence on the way the external images are used. A classification is carried out to get a typology, using multivaried analysis techniques. The results indicate that the level decides the image use, being scarce the interaction with the text. In textbooks for EGB 3 in particular, it is identified a use very linked to the ideas derived from the "picture metaphor". An image use that considers its further internal representation is not identified. These results allow to establish some interesting questions for Teaching and Research in Science Teaching.
