Teaching Physics and Chemistry in Primary Education: Conceptions and Practices of Pre-service Teachers in Uruguay
Resumen:
This study explores how pre-service primary teachers’ Physics and Chemistry conceptions influence lesson planning and classroom practices. Mixed-methods, cross-sectional design was adopted, combining the nationwide administration of the EBAPS questionnaire with an ethnographic qualitative approach based on lesson plan analysis and in-depth interviews. Preliminary results reveal tensions between teachers’stated conceptions of the nature of science and their pedagogical decisions. Although inquiry-based approaches dominate written plans, interviews show difficulties sustaining these practices, particularly regarding open-ended questioning and experimental activities. These findings underscore the need to strengthen initial teacher education concerning the nature of science and its teaching.
| 2026 | |
| Agencia Nacional de Investigación e Innovación | |
|
Conceptions Primary school Teaching physics Teaching chemistry Ciencias Naturales y Exactas Ciencias Físicas |
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| Inglés | |
| Agencia Nacional de Investigación e Innovación | |
| REDI | |
| https://hdl.handle.net/20.500.12381/5667 | |
| Acceso abierto | |
| Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
