Propuestas de formación docente para la enseñanza de las Ciencias de la Tierra en Argentina

Diego Arias Regalía, Leonor Bonan, Pedro Wagner Gonçalves


There is a consensus regarding the need to include the teaching of Earth sciences in the different levels of the argentine educational system. However, the very limited time assigned to the discipline at school does not seem to have justified up to now the existence of specific teaching degrees in the subject. So, how to train teachers to work with these contents? From an action-research perspective, we generated a proposal that involves incorporating this question into the initial formation of biology, physics and chemistry teachers, who design and implement didactic units about geosciences for the training of elementary teachers in Buenos Aires. We found that having a clear idea of the main obstacles to the learning of disciplinary issues provided a strong organizing element to the design of the didactic unit, while also giving our students a gateway to this new body of knowledge. We also found that the use of conceptual elements of the original disciplines of our students serves as a starting point to anchor the new concepts. The spaces of mentoring and tutoring the students received throughout the work were highly valued by them, as well as the time devoted to critical discussion during the practice. This enabled them to successfully face the challenge of working on two new fields: Earth sciences and teacher training. We understand that the process carried out exemplifies the power of the formative value of the instances of teaching practicum.


Teacher initial formation; Earth Science education; Action-research; Teaching practicum.

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