Una profesora de kínder, una profesora de 4° y un profesor de 6° entran a una escuela: enseñando con Grandes Ideas de la Ciencia

Science teachers are currently being called to teach using Big Ideas of Science Education, in order to integrate scientific knowledge that would be otherwise fragmented, to reduce the great amount of content planned for one school-year and allow teacher autonomy through the flexibility of the construct. This research aims to, through a dialogue between the main characters of this story, to describe the conceptualizations in both discourse and praxis of three teachers that use Big Ideas in Science Education in three schools in Valparaiso, Chile. We decided that the four main characters would tell the story, since the idea is not only to discuss the concept of “Big Ideas”, but also to illustrate the flexibility of this approach in praxis, and the common points of the experience for the three teachers in different schools.