Alfabetización científica: pensamiento y prácticas de enseñanza del profesorado de física en el bachillerato de educación secundaria en Uruguay

Abstract

This study collets data deriving from two recent educational researches focused on the study of the conceptions held by the body of teachers of Physics in Uruguay about various aspects of the teaching of Physics in high school in formal education, and the actions taken considering scientific literacy. In order to do that, opinions about educational aims, curricular intentions and teaching practices, as well as explicitation of selected strategies, didactic activities and reflection on the educational strategies were collected through a semi-structured online questionnaire on a representative sample of teachers. Aspects of the empirical section and the methodological focus as well as the mains findings are described. Tension in connection with the dimension of scientific literacy and teaching practices in the classroom become evident, and there is some contradiction between what is verbalized and the actual teachers’ actions.