S. Contreras

University of Santiago de Chile (CHILE)
This contribution aims to analyze the content of thinking and knowledge of future Chileans high school science teachers. Such research is conducted within the framework of a project FONDECYT 11130150. Research is quantitative, and aims to explore the pedagogical-curricular component of future teachers for teaching science, through a Likert questionnaire. To systematize and analyze the information we use a system of categories that relate to what to teach, how to teach and what, how and why evaluate. In addition, the SPSS (version 21) statistical software was used. The sample was 520 future teachers who were evaluated during 2014. The training teachers are math (49.8%), biology (21.3%), physical (12, 9%), natural sciences (10.8%) and chemistry (5.2%). The following variables were used: gender, institution and specialty, in addition to the categories of content, methodology and evaluation.

The main results indicate that the pedagogical thinking regarding women have the lowest average in all variables observed for the sample of men. However their mean differences are very small and their variability, being all with a score closest to a traditional thinking for science teaching pedagogical thinking. On the other hand, and in relation to the specialty, the lowest average is teaching career in chemistry variable content approaching a more traditional thinking. This same race has the highest average in the evaluation variable finding more oriented constructivist thought.

Regarding the institution, the results show that students in public institutions have the highest averages in the variables evaluated, showing a more constructivist thought that private institutions. In this line, the univariate normal (KSL) shows that in the variables of methodology, content and evaluation, the null hypothesis is rejected in relation to the normal distribution. Therefore, there is evidence that this variable differs significantly from a normal distribution. The results of comparisons by group, show that by gender (male and female), by specialty and by type of institution (public and private), no differences between groups were observed in any of the measured variables: methodology, content and evaluation.

We consider that these results have implications for teacher training (initial and continuous), given the importance of teaching skills for teaching science, ensure quality processes in teacher training.