Theoretical notes on scientific culture in Secondary School Teachers

Abstract

There are several reasons that demonstrate the importance of making scientific culture an essential part of general education and the need for a comprehensive approach that promotes the scientific training of teachers to guarantee a quality education. Considering the above, this article aimed to reflect on the theoretical aspects of developing scientific culture in teachers, particularly in Lower Secondary Education. To this end, the epistemological, pedagogical, and sociocultural challenges faced by teachers were analyzed, as well as the training proposals that sought to strengthen their scientific culture. The study was made possible by the use of theoretical-level methods that allowed for the collection, interpretation, processing, and systematization of information to reach conclusions. The analysis highlighted the need for teachers, through their continuous training, to acquire a solid scientific culture in order to effectively meet educational challenges, in line with social needs and demands, and with attention to the constant evolution of science and technology. Previous studies exploring effective strategies to foster scientific culture among the Lower Secondary Education teaching staff, as well as its benefits in the educational process, were reviewed. The article also examined the importance of acquiring the necessary competencies to foster this culture and the strategies for the professional development of teachers through continuous training.