Abstract:

The teaching of science in children is in the process of review and analysis to gather information about the processes that take place in the classroom, the methodologies used, and the attitudes of teachers towards the teaching of science in children, the curriculum, the difficulties and the research for new ways of teaching according to the current context. The importance of science education for our children and young people is not under discussion and most of the European school curricula are designed from a "science for all" perspective with the aim of achieving adequate scientific literacy for citizens starting from the infantile stage, and giving value to the learning that can be developed from this stage if the methodologies are adapted and more innovative and contextualized proposals are designed to work the sciences from early stages. From the didactics of European science, diverse critical voices have alerted about the problems associated with the teaching of traditional science and their influence on the decrease of interest and the quality of learning (Rocard et al., 2007, Osborne and Dillon, 2008). The challenge of the current school system is to achieve a profound didactic change: from traditional teaching methodologies (based on the transmission of a large number of concepts and theories without time or concern for their understanding) to new ways of teaching more participatory and active science on behalf of the student body. A teaching that facilitates the development of scientific, thinking skills; and in which there are more relevant topics for the students and that helps them understand and act in a responsible way in the world in which they live. This paper analyzes the different factors or difficulties that influence the high quality teaching of science and suggests some proposals to apply to the classroom.

Keywords:

Teaching, science, childhood.