This edited volume discusses various epistemological positions about science teaching and the complex processes of understanding and learning in the classroom. Including discussions around Natural Sciences teacher training models, as well as the development of logics of reflection on practice based on critical and dialogic interpretative visions guiding higher level competency learning. It brings together contributions from researchers promoting a coherent and robust methodological analysis, theoretically based on the systematization of evidence in different contexts within Europe and Latin America.While supporting innovation in teacher training and science teaching, it offers specific contributions and suggestions for classroom work in the subjects of Physics, Chemistry and Biology. It includes didactic guidelines for experimental practices, for the evaluation of scientific learning, as well as for the use of epistemology and the history of science in teaching. In addition, it's considered an important contribution to the challenge of rebuilding science education programs as well as its correct implementation in schools and universities. This book is a translation of an original Spanish publication. The translation was done with the help of artificial intelligence (machine translation by the service DeepL.com). A subsequent human revision was done primarily in terms of content, so that the book will read stylistically differently from a conventional translation.

Critically discusses the training of science education teachers in Latin America Discusses various epistemological positions about science teaching Presents theoretical and methodological contributions to develop higher level learning

Autorentext

Prof. Dr. Mario Roberto Quintanilla Gatica, MSc in Education, Universidad de Chile, and PhD in didactics of science, Universitat Autònoma de Barcelona, Spain. Currently Professor of Didactics of Science at the Universidad Católica de Chile. Visiting Professor in Latin American and European universities. Research interests: scientific thinking skills and language; history and philosophy of science in teacher training.

Prof. Dr. Agustín Adúriz-Bravo, MSc in science teaching, Universidad de Buenos Aires, Argentina and PhD in didactics of science, Universitat Autònoma de Barcelona, Spain. Currently Professor of Didactics of Science at the Universidad de Buenos Aires, Argentina and Senior Researcher in CONICET, Argentina. Visiting Professor in Latin American and European universities. Research interests: introduction of the philosophy of science to pre- and in-service science teachers.

Inhalt
Chapter 1. Scientific thinking skills in the classroom. Theoretical and methodological contributions to promote and develop higher level learning(Mario Quintanilla G.) .- Chapter 2. Discourse construction in the classroom (Antonia Candela).- Chapter 3. Models and analogies in physics teaching. Guidelines for didactic planning on atomic models (Agustín Adúriz-Bravo, Leonor Bonan).- Chapter 4. Experimental practices in the scientific enculturation process (Anna Maria Pessoa de Carvalho).- Chapter 5. Some culinary preparations, a support for work in the chemistry classroom (Núria Solsona i Pairó).- Chapter 6. Chemistry for the citizen (Mercé Izquierdo i Aymerich).- Chapter 7. Reading in the process of learning about scientific models (Anna Marbà Tallada, Conxita Márquez Bargalló, Isabel Pau, Àngels Prat Pla).- Chapter 8. Telematic communication of sciences. BSCW environment (Anna Llitjós Viza).- Chapter 9. "Reflective dialogic diaries" in the initial training of natural sciences and biology teachers (Maria Inés Copello Levy).- Chapter 10. The initial training of natural science teachers in Colombia (Rómulo Gallego Badillo, Royman Pérez Miranda, Luz Nery Torres de Gallego, Rafael Yecid Amador Rodríguez).- Chapter 11. The history of science in education and teacher training (Mari A. Lires).- Chapter 12. The evaluation of trainee science teachers: an approach from emerging professionalism, social position and the representation of knowledge and theoretical models (Alberto Labarrere Sarduy, Mario Quintanilla Gatica).- Chapter 13. Modeling: a proposal to rethink the science we teach (Pilar García, Neus Sanmartí).- Chapter 14. The teaching of chemistry in secondary school. The case of Mexico (José Antonio Chamizo, Armando Sánchez Martinez, Maria Elena Hernández Castellanos).- Chapter 15. How teachers approach the teaching of chemical equilibrium (Beatriz Macedo, Raquel Katzowicz). <p