Beliefs about the energy problem in preservice science teachers of secondary schools

In this paper, we present a study on beliefs about the appropriateness of including the problem of energy in science teaching, and the most suitable contents for it. Specifically, we have tried to investigate prospective teachers' images about the importance of addressing those problems in classrooms; the teaching style they prefer and what they consider important to teach about the problem of energy. The study was conducted in the context of the Master of Secondary Education in the fields of Physics and Chemistry and Biology and Geology. The results presented here correspond to the analysis of the 30 participants' responses to 4 of the open questions raised in an extensive questionnaire on different aspects of current teaching and learning of science. The results show some ideas that are deeply rooted, for example, that concepts are transmitted or explained, while the idea that concepts are developed through activities and over time does not appear. They also show the tendency to accept that activities should address the development of attitudes and values, while the concepts have to be explained in advance, so that students can take advantage of them. This leads us to consider the need to base the teaching on socio-scientific issues to a greater extent by the educational potential they have to promote changes in these trends.