The meeting was held within the framework of the III Summer School of the Pedagogy career in Chemistry and Natural Sciences of the house of Buenos Aires studies.
At the beginning of January, students of the Pedagogy Careers in Biology and Natural Sciences and Pedagogy in Chemistry and Natural Sciences of the ULS visited the Institute of Chemistry of the Pontifical Catholic University of Valparaíso, in order to participate, for the first time , from the Summer School organized by the Buenos Aires house of studies.
On the occasion, the students, who were invited by Dr. Cristian Merino, an academic of the DUCK Laboratory of the Chemistry Institute of the PUCV, participated in two free workshops, one called "Design of school science projects in natural sciences", directed by professors Joyce Maturana and Carlos Duque, and the other entitled "How to elaborate scientific narratives?", by the leading specialist in Science Teaching, Dr. Agustín Adúriz-Bravo, from the University of Buenos Aires.
Students in training received the support of teachers of the Department of Biology, especially since the coordination of the Pedagogy race in Biology and Natural Sciences, “specifically from the teacher Francisco López, who made the relevant coordination to get to the meeting and participate of this training day, ”said the future professional of the ULS, Pablo Núñez.
“We consider the experience as a learning opportunity that brings us, in concrete aspects, to the context of the real classroom that we must face in the teaching practice. Through these instances we channel common elements of our training and socialize them with other practicing teachers and teachers in training, with the objective of establishing general guidelines related to the teaching and learning of science and its challenges in the current school context ”, The students explained.
According to the students present in the training and the experts, the themes, the development of school scientific projects and the elaboration of scientific narratives are essential in the initial formation and, in turn, didactic resources of a high pedagogical value that must necessarily be acquired by science professors who carry a great challenge in teaching science at school today.