Analyzing how Atomic Models are being introduced in Secondary School textbooks

We show in this work an analysis about how secondary school textbooks are considering Atomic Models (Thomson, Rutherford, Bohr and the current model). For this study we have analysed different publishing houses for the last four Spanish secondary school courses. The analysis was set according to current science didactic considerations. The results have detected some conceptual mistakes, a poor spiral development and a didactic strategy focused in a memoristical way to teach these models.