La enseñanza, el aprendizaje y el conocimiento científico desde la perspectiva de futuros profesores de Ciencias Naturales.

This article presents research on teaching, learning, and scientific knowledge from the perspective of future Natural Science teachers. The study was conducted with two cohorts of teacher education students in a pedagogical training course. Evocation and hierarchy techniques, as well as images, were used to identify the students' social representations. The results showed different representations in each cohort, but also highlighted the need to promote reflection in order to train teachers capable of overcoming their own limitations and being critical of their own work. [Extracted from the article]