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En este trabajo se analizan los resultados de aprendizaje respecto a las ciencias, que alcanzan los futuros maestros y maestras de educacion infantil cuando preparan unidades didacticas. Para ello, se ha construido un instrumento de analisis a partir de los resultados de aprendizaje que cabria esperar teniendo en cuenta las competencias que, para nuestra area de conocimiento, aparecen en la memoria de titulo de Grado de Maestro/a en Educacion Infantil de la Universidad de Valencia. Tres investigadores independientes, haciendo uso de dicho instrumento, han analizado 19 unidades didacticas elaboradas por 76 alumnos del 4o curso durante dos cursos academicos consecutivos, cuando cursan la materia propia de Didactica de las Ciencias. Los resultados ponen de manifiesto que, segun aumenta la especificidad de los resultados de aprendizaje en el area de didactica de las ciencias, menos consolidados estan, lo que plantea una necesaria revision tanto de los contenidos didacticos planteados, como de su desarrollo en los planes de estudio universitarios, con el fin de mejorar la formacion inicial de maestros de educacion infantil en el ambito de la ensenanza de las ciencias.Palabras clave: educacion infantil; ensenanza de las ciencias; formacion inicial de maestros; competencias profesionales.What learning results do future early childhood teachers hope to achieve when they plan science teaching units?In this paper we analyze the learning results with regard to science that future teachers of early childhood education hope to obtain when they prepare teaching units while studying “Teaching Science Education” as part of their Pre-school Education degree at the Valencia University. In order to carry out this objective, an analytical tool has been created, based on expected learning results, as regards the professional competencies specified by the accredited degree program for our area of knowledge. This tool has been used by three independent researchers to analyze 19 teaching units, prepared by 76 students during the last year of their degree during two academic years, when they studied the subject of Teaching Science. The results show that, as the specificity of expected learning results in the area of science increases, they become the less consolidated, which raises the necessity for a revision of teaching contents and their development in university curricula to improve the training of early childhood teachers in the field of teaching of science.Keywords: early childhood education; science teaching; initial teacher training; professional competencies.

¿Qué resultados de aprendizaje alcanzan los futuros maestros de Infantil cuando planifican unidades didácticas de ciencias?