Abstract
The purpose of this paper is to present the findings of an investigation that was conducted in Chile as part of the Puente 2021 project to identify and characterize the prior representations of chemistry and biology teachers in initial teacher training on scientific thinking skills (CPC), science, and the teaching of natural sciences. With a random sample of 31 subjects and the application of a specially designed questionnaire, it became clear that dogmatic and moderate rationalist representations of science and its teaching coexist in this sample when the existing demographic relationships between gender and type of career are studied. Such epistemological representations refer to aspects of inestimable value for the professional development and scientific thinking of chemistry and biology teachers in initial teacher training.
Keywords
Biology teaching; Chemistry teaching; Gender; Initial teacher training; Scientific thought; Epistemological representations