Brechas Teórico-Prácticas al Enseñar Ciencias para la Ciudadanía por Profesores de Ciencias en Formación Inicial

The new Chilean Curricular Bases (2019) for 3rd and 4th year of Secondary Education introduce the subject “Science for Citizenship” with the purpose of guaranteeing equal opportunities in the formative trajectory of students at the national level. For its teaching in teacher training, a transformative formative model is proposed, with key elements that contribute to critical scientific literacy in fifth year students of Biology and Chemistry Pedagogy (year 2022-2024) of a public university. Its purpose is to analyze the gaps between theory and practice in teaching. The discourse analysis of eight case studies based on grounded theory revealed tensions in decision making when designing didactic proposals different from the traditional approach since they emphasized contextualized science, active methodologies, development of scientific skills and citizenship attitudes. The gaps detected are characterized by: lack of creativity in the search for contexts, difficulty in integrating natural sciences, lack of interdisciplinarity. After implementation, the following were identified: lack of leadership, differentiated teacher-guide accompaniment. From this formative experience, teachers valued their disciplinary mastery, focus on promoting scientific skills and student participation as critical citizens, but posed challenges in their didactic, curricular and pedagogical training.