In Chile, programs preparing elementary education teachers pose particular challenges as they enroll a large number of students who are insufficiently prepared, undergo curriculum changes, yield unsatisfactory results, and exhibit heterogeneous quality. These factors justify giving special attention to these programs, creating a complex environment for the trainers working in them. Among the group of trainers committed to these programs, science education trainers face specific challenges arising from their field of study.
The teaching of science at both national and international levels has consistently embraced constructivist approaches, calling upon schools and teacher education to infuse their practices with these principles to promote a deep understanding of nature, stimulate curiosity, and enhance creativity in students.
