| Summary: | This work presents the results obtained from a study, framed in the theory of social representations, carried out with future teachers of Physics and Chemistry at Universidad Nacional de San Juan (Argentina). It aims to identify and analyze the structure and content of their representations on Science teaching, by implementing a technique of evocation and hierarchy. Findings suggest the need of favouring a wide and integral perspective of Science teaching during the initial teacher training stage. To this end, some interdisciplinary, joint actions are being taken by teaching trainers, in order to promote changes during this stage that contribute to overcome the problems related to the teaching and learning of Natural Sciences.
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