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Science teacher training programs face a big challenge when it comes to re-signifying trainees' ideas of what it means to teach and to learn. This challenge is generated by the profound differences that exist between prospective teachers' previous experiences as lifelong learners and the current conceptions of teaching and learning coming from science education. This paper reports the appropriation of such conceptions achieved by pre-service physics teachers, throughout the course Didactics of Physics, which is part of their training. The motivation to report these results was the observation that, after a methodological reformulation of the course proposed for purposes unrelated to this research, students showed a deeper commitment to those conceptions, both at a personal and a collective level, in ways that went beyond the expectations of the course' instructors. Inspired by the concept of appropriation, from the literature on sociocultural learning, the authors adapted a suitable definition to interpret the phenomenon that occurred during the course. Results showed that the definition of appropriation used fit very well to the students' academic assessments and reflections, and allowed us to recognize appropriation in five of the six future teachers. Also, that the authentic and idiosyncratic ideas that define each pre-service teacher coincided with contemporary conceptions of learning and teaching from science education. [ABSTRACT FROM AUTHOR]

This paper presents and describes a teaching proposal designed to favor the learning of the phenomenon of electromagnetic induction (EI) as well as the development of general digital skills. It was designed taking in account various aspects, such as: the guidelines official curricular, the results of research on conceptions and reasoning of students and the contributions related to how science is learned and taught, as well as the potentiality of ICT to favor the learning desired. The proposal was implemented in a course with students 17-18 years old and the results obtained allow perceive that the sequence has contributed to achieve a better understanding of the key ideas associated with EI, at the same time implied to the students in the use of different technological resources and with it the development of inherent abilities to such use. [ABSTRACT FROM AUTHOR]

Numerous research in teaching biology shows that learning the theory of biological evolution is very complex. In this paper we present the theoretical foundations of a didactic proposal based on the modeling and metacognition on the epistemological obstacles in relation to the learning of this content. This proposal aimed at students to build a model of evolution by natural selection and allopatric speciation, while reflecting on the learning strategies used in this process and on the epistemological obstacles that make this work difficult. In addition to developing the fundamentals of the didactic proposal we offer some concrete examples of activities. [ABSTRACT FROM AUTHOR]

This paper analyzes the comments that were published (Olivares Campiño, 2014) in response to a previous article of mine on the teaching of chemical formulation in the secondary school classroom (Fernández González, 2013). It highlights the disparity between the science teaching approach in my article and the discipline-oriented approach in the comments responding to my article. The author of the response interprets the differences between the two approaches as errors when these differences actually stem from a process of didactic transposition that adapts expert knowledge to the needs of secondary school students. This paper defends the coherence of my proposal for the teaching of chemical formulation, which is based on the historical atomic model and the concept of valence. This proposal is thus a science classroom model, which can change and evolve as the student reaches higher academic levels. Without a single reference to PCK, the response to my article mainly focuses on aspects related to norms and standards as well as to the discipline itself. This paper satisfactorily addresses these criticisms and underlines that formulation is a means of learning Chemistry and should not be conceived as an end in itself. [ABSTRACT FROM AUTHOR]

This paper proposes the analysis of a questionnaire of the Representation of Content (ReCo, Loughran et al. 2004) so as to generate a map of the pedagogical content knowledge of the cell in five professionals of the biological area who work as biology teachers in secondary education Chile. The analysis will identify the relationships established between the domains of pedagogical content knowledge (PCK)-Maps of the PCK and the didactic model of the participants. It is possible to identify similar and distant beliefs among participants, according to the PCK domains and their relationships. The results show that the PCK is specific to each professional, that the relationships between the component of PCK are mainly conceptual in the participants, that the constructivist didactic model is the least common and that the most widely shared beliefs among professionals are those related to the knowledge component of student understandings. The convenience of analyzing PCK maps as an element to guide actions that contribute to substantiate the performance of these professionals is discussed. [ABSTRACT FROM AUTHOR]

The teacher training for effective implementation of teaching of the nature of science (NOS) is a key issue in the current science education. In this paper, we expose the main components of Pedagogical Content Knowledge (PCK) for NOS, as knowledge base that a professor of science has to get in their professional development. We propose an integrative PCK-NOS model, several contexts to display the NOS in the classroom, and the use of an explicit & reflective approach. The science teachers training must pay attention to the pointed aspects, and the science education should investigate them. [ABSTRACT FROM AUTHOR]

The present paper pretends to propose a defense of presentism as a form of historical narrative of science. First of all, the foundational ideas that sustain the attack on presentism as a way of doing the history of science will be presented. Next, we will present some arguments that have been offered as a defense of presentism from the theory of the history of science. Finally, we shall give a defense of presentism from the teaching of science that may cancel the negative visions about the Historian-Scientist. [ABSTRACT FROM AUTHOR]