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This research quantitative approach work aims to understand the science teachers in training conceptions about assessment of scientific learning, conducting a statistical descriptive analysis of data obtained from a standard Licket questionnaire applied to a sample of 236 Science Pedagogy students in various Chilean universities. The analysis focused on identifying and characterizing the 1 Universidad Central de Chile 2 Pontificia Universidad Catolica de Chile 3 Universidad de La Paz, Colombia. Este trabajo se hace parte del proyecto FONDECYT 1110568 y del Proyecto AKa-04 que dirige el 3er autor Bio -grafia Escritos sobre la Biologia y su Ensenanza. Edicion Extra-Ordinaria. Memorias del I Congreso Nacional de Investigacion en Ensenanza de la Biologia. VI Encuentro Nacional de Investigacion en Ensenanza de la Biologia y la Educacion Ambiental. ISSN 2027~1034. P. p. 225-232. 226 assessment of scientific learning conception that teachers in training have and further contrast was made by gender differences. The results of this shed lights on that most science teachers in training have coexistence between a dogmatic conception as well as constructivist. We could conclude that depending on the situation or strategic circumstance or methodology that teachers face is how they represent their conception.

bio-grafia/bio-grafía

ESTUDIO EXPLORATORIO DE LAS CONCEPCIONES DEL PROFESORADO DE CIENCIAS EN FORMACIÓN DE UNIVERSIDADES CHILENAS, ACERCA DE LA EVALUACIÓN DE APRENDIZAJES CIENTÍFICOS.