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espanolLa indagacion conforma un enfoque beneficioso para el aprendizaje de las ciencias, pero demanda un diseno cuidadoso de las actividades y del rol del profesor para conjugar un aprendizaje conceptual, procedimental y actitudinal. El articulo se vincula a una propuesta para la asignatura de Didactica de la Quimica del Master en Formacion del Profesorado, para formar al futuro profesorado sobre estas metodologias. Asi, tras ofrecer vivencias personales sobre el aprendizaje por indagacion, el trabajo busca examinar los logros de los estudiantes en la resolucion de problemas abiertos sobre el cambio quimico. A partir del analisis de los informes escritos individuales, se comprueba una mejoria en la competencia cientifica de los participantes, especialmente acusada en las dimensiones mas conceptuales, y menor en las asociadas al diseno de estrategias experimentales de resolucion. EnglishInquiry-Based Science Education (IBSE) is an effective approach for learning science, but it demands a careful design of the activities and the role of the teacher to combine a conceptual, procedural and attitudinal learning. This article is linked to a proposal for the Chemistry Education subject of the Spanish Master’s in Secondary Education, which aims to train future high school teachers on these methodologies. The subject provides some first-hand opportunities to learn school chemistry by using IBSE. Therefore, this paper seeks to analyze the level of achievement by future teachers in solving open-ended problems about chemical change. The analysis of the individual written reports shows an improvement in the future teachers’ scientific competencies, which is especially relevant in the more conceptual dimensions, and less accused in those associated with the design of experimental solving strategies.

Aprendizaje indagativo sobre los cambios físicos y químicos en la formación inicial del profesorado de secundaria