Beliefs about science learning of Masters students of secondary school teachers

This work presents the results of an empirical study on the beliefs of future teachers of secondary education about science learning processes. We have developed a Likert scale questionnaire and analysed the responses of 188 students of the Master of Teachers of Secondary Education, in the specialities of science and technology. First we have classified the various beliefs by their relationship with different educational models and we have made a descriptive study to determine which are the most widespread belief among such students. Later we developed an analysis of the internal relations between such beliefs and we have observed that some ideas have some degree of articulation, but generally such beliefs do not seem to form coherent patterns of thought.