Perfiles de profesores de secundaria en formación inicial con relación a la química cotidiana

Abstract

Pre-service secondary and High School teachers were asked to rank some chemistry tasks, considering the level of proximity to daily context and level of problematization, in order to analyse their view of contextualization and problematization. Their answers allow us to group them in clusters, and the analysis of their composition give us some characteristics of each profile: some of them think that all of the tasks were a problem and everyday tasks, others identify everyday problems with any material which doesńt belong to a lab and problems any task which entails an action (measure, explain…). These profiles are of special relevance to teacher training to promote contextualization and scientific inquiry.