Abstract:
The article addresses the role of initial scientific training for teachers through activities developed within the Research Methods course in a Biological Sciences degree. It presents and analyzes reflections on the construction of the foundations of scientific work, the recognition of the practices that configure academic plagiarism and the construction of authorship. The conclusion highlights the importance of the course in teacher education to lead to more favorable conditions for students to progress from spontaneous and popular knowledge towards academic and scientific knowledge, without prescribing value judgments or a hierarchy between them. In addition, such courses favor the assimilation of scientific research activity as inherent to teachers' conduct in basic education.
Keywords:
Methodology of scientific work; Teacher training; Scientific research; Science teaching