Didactic conceptions in the field of natural sciences of future teachers of Rural Primary Education

Abstract

The study of the concepts makes it possible to know from which viewpoints teachers plan and carry out their practices. The present investigation proposes to identify and analyze the didactic conceptions in the field of Natural Sciences of advanced students of Primary Education Teachers with rural orientation, of the Faculty of Humanities, Arts and Social Sciences of the Province of Entre Ríos, Argentina. Seventeen field practice classes in four rural schools were observed and analysed. The results show that future teachers are positioned from active and alternative teaching models based on enquiry and problem solving. The research also shows that the future rural teachers develop innovative and participatory classes, overcoming the obstacles of simultaneous work required by the plurigrate.