Le Enseñanza de la Energía por profesores de Ciencias con Distinta Formación Inicial

Abstract

In this work a case study is carried out of four preservice science teacher with different education (two primary education science teachers, a physics graduate anda biology graduate) finishing their university education. The classroom teaching behavior of the four participants is analizazed qualitatively with respect to the teaching of energy and, in particular, to the start of the teaching sequence. The physics graduate and the two primary teachers began with the operational definition of the capacity to perform mecanical work. The biology graduate used a descriptive approach. Then, the tradictioil in the teaching of their subject matter has a great influence in the classroom practice. Implications for science teacher education are discussed.

Keywords

• Didáctica de la energía
• Profesores ciencias en formación
• Conducta docente
• Conocimiento didáctico del contenido