Abstract:

Numerous research have been showing an alarming decline in interest among high school students for scientific and technological knowledge, along with a lack of vocational concerns on these areas. At the root of this problem lies the way these disciplines are teaching in Secondary Education, closely linked to the traditional methodologies that drag the predominant teaching model, particularly based on expository strategies.

The aim of this paper is twofold, first, to examine the perception that preservice teachers maintain about the methodologies for teaching science and technology, coupled with the collective imaginary of the scientific and technological professions. And, secondly, to analyse the assessment that these teachers give to a number of training activities, in order to encourage the high school student interest for scientific and technical disciplines.

A questionnaire was designed and administered to students of a Master Degree (Preservice teachers-in Seconday Education). The results obtained highlight the predominance of traditional teaching activities (following the textbook, teacher lecturing, completing the exercises of the textbook) against more innovative activities (visiting centers of techno-scientific research, developing projects and reports, problem solving real issues, activities of researching). Likewise the perception of preservice teachers of secondary schools demand the promotion of more innovative activities to increase the interest of students by scientific and technological knowledge.

Keywords:

Science and Technology, Secondary Education, Innovative Methologoies.