Reflective analysis of secondary science teachers in initial formation around different didactic sequences

Abstract

In this article the dynamics of reflection brought about in groups of future secondary education teachers of Natural Sciences in the context of initial training is analysed. These students discussed didactic sequences representing different trends in science education. The sequences were designed by the professor to illustrate strategies such as "discovery learning", "conceptual change", "research teaching by setting problems" and "CTS approaches"(Jiménez-Tenorio y Oliva, 2016). In particular, perceptions displayed around them and their comparisons are described. The aspects considered for sequence analysis were: the activity and initiative granted to the student, the role of the questions as organizers of the activity, the role assigned to the students’ conceptions, transmitted processes and images of science, and connections with daily life, among others. The results showed the perceptions of students about the strategies, were much closer to the didactic intention expected by the professor when the strategies were designed. This reflects the potential of the activity posed as a resource for initial training, and shows an acceptable performance of the participants in its realization.