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The objective was inquire into the conceptions of chemistry teachers about on scientific competences, allowing to relate and link the declarative and procedural levels in science teaching, as a contribution to teacher training. The methodology was qualitative using a case study design. The results showed tensions between the descriptive and procedural levels of the teachers. It is concluded that training by scientific competencies follows a traditional perspective, influenced by institutional requirements. key words: scientific competency training, conceptions of science teachers, science teaching, teacher training.

Concepciones de docentes de química sobre formación por competencias científicas en educación secundaria