Teaching Physics and Chemistry in Primary Education: Conceptions and Practices of Pre-service Teachers in Uruguay

Abstract

This study explores how pre-service primary teachers’ Physics and Chemistry conceptions influence lesson planning and classroom practices. Mixed-methods, cross-sectional design was adopted, combining the nationwide administration of the EBAPS questionnaire with an ethnographic qualitative approach based on lesson plan analysis and in-depth interviews. Preliminary results reveal tensions between teachers’stated conceptions of the nature of science and their pedagogical decisions. Although inquiry-based approaches dominate written plans, interviews show difficulties sustaining these practices, particularly regarding open-ended questioning and experimental activities. These findings underscore the need to strengthen initial teacher education concerning the nature of science and its teaching.