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espanolEn la linea sobre formacion de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de como aprenden a ensenar los profesores. Desde el estudio de Lortie (1975), hasta la decada actual, se reitera que una de las influencias en el aprender a ensenar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su epoca escolar. Entonces, en el marco de un curso de formacion inicial de profesores, se implementa al inicio del mismo, una actividad llamada ?como me ensenaron y como aprendi ciencias naturales?, a traves de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didactica de las Ciencias II (2013 – 2014), y sus resultados estan siendo sistematizados actualmente por la profesora que lo orienta. Las categorias que emergen reiteradamente estan relacionadas con el curriculo (propositos, contenidos y grados escolares); metodologias de ensenanza (estrategias y actividades que vivieron); formas de evaluacion; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autonomos, criticos que regulan su propio aprender a ensenar EnglishOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach

revista internacional de aprendizaje en ciencia, matemáticas y tecnología

Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences