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En este articulo se presentan los resultados obtenidos a partir de una investigacion realizada con estudiantes universitarios de formacion docente en Fisica y en Quimica, con el objetivo de conocer y analizar sus representaciones sociales sobre algunos aspectos relacionados con la ensenanza y el aprendizaje de estas Ciencias. La investigacion se ha desarrollado desde la perspectiva de la teoria de las representaciones sociales, ya que consideramos que es un abordaje teorico-metodologico apropiado y pertinente, porque posibilita el estudio de los fenomenos educativos desde un punto de vista psicosocial. Se ha trabajado con tecnicas interrogativas (escala Likert y diferencial semantico), que permiten conocer el contenido de la representacion e inferir las actitudes asociadas al objeto de la representacion. A partir de los resultados obtenidos se identifican elementos facilitadores y obstaculizadores del quehacer docente, sobre los que es conveniente seguir trabajando, a fin de que los futuros docentes de Fisica y de Quimica puedan desarrollar durante esta etapa de formacion herramientas que contribuyan al mejoramiento de la ensenanza, y por ende del aprendizaje, de estas Ciencias. This article presents the results of a research carried out with university students attending a teacher training course on Physics and Chemistry. It is aimed at knowing and identifying the students’ social representations about some aspects related to the teaching and learning process of these sciences. The research was framed from the perspective of the theory of the social representations since we believe this is an appropriate and relevant theoretical-methodological approach which allows the study of the education process from a psychosocial point of view. Interrogative techniques (Likert scale and semantic differential) which allow us to get to know the content of the representations and infer the attitudes associated with the object represented have been used. From the data obtained, contributory and hindering factors of the teaching work are identified, which suggest the need to continue working on them during this formative stage, so as to let the prospective teachers of Physics and Chemistry develop the necessary tools for the improvement of the teaching, and consequently, the learning process of these sciences

Aportes para el mejoramiento de la enseñanza de las ciencias desde la formación docente inicial