Concepciones de los docentes de química en ejercicio acerca del desarrollo del conocimiento científico escolar, un estudio de caso

Abstract

Around the What to teach in science class ?, have been raised important research that, in one of its aspects intended to clarify how the different types of knowledge that are established in the classroom, which refer to the Daily Knowledge, School Knowledge are articulated and Scientific Knowledge. The importance of considering teachers' conceptions is evident in the fact that they are very difficult to identify, despite the teacher's disciplinary training and experience; with the previous precedent, the way is open to highlight the relevance of asking about what does the science teacher think about the knowledge he teaches? and, specifically, What are the conceptions of the practicing chemistry teachers about the School Scientific Knowledge? In order to accomplish this task, the different socio-cultural factors present in the teaching activity were recognized, based on a qualitative research scheme, of a descriptive nature, in a case study a chemistry teacher in practice, likewise, instruments such as semi-structured interviews, field diaries and audio-visual material of their classes, some products from a virtual learning platform. The tendency was shown in a science education that is close to the students, which allows to strengthen superior thinking skills, in a constant process of reflection and restructuring, in addition, the deep commitment that the teaching profession has with regarding the teaching of science.