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espacio big bang

The @Red Científica Escolar project aims to stimulate the learning of natural sciences in school students, through effective communication between all the actors of the school community, in a socio-constructivist environment of dialogue and agreements, focused on the development of skills for decision-making and citizen participation in life in society.

Next, we present our theoretical foundations, organized in three sections:

What to teach in science?

All members of the educational community should have, at least, an idea of what children and youth are learning in schools, and in the best of cases, participate in broad agreements that explicitly identify the learning they should achieve. our students during their primary and secondary education.


In this section we will review the proposals that have emerged from the didactics of experimental sciences, starting with "The Great Ideas of Science Teaching" (Harlen, 2010, 2015) and some international measurements such as TERCE and others.


What learning should girls, boys and young people achieve during their primary and secondary education?

How to teach science?

Each teacher must make many pedagogical decisions throughout the teaching process, and adopts different strategies to achieve an adequate level of achievement in their learning objectives . Reviewing one's own strategies, updating them and adapting them to different teaching contexts, considering the proposals of other teachers and researchers, can improve the efficiency of these decisions.

In this section we will review important considerations to take into account when planning and executing science education with our students.

What should we consider when teaching science to children and young people during their primary and secondary education?

How to contextualize the teaching of Science?

During teaching, through the different activities and evaluations, we are always using examples from everyday life or from public life in society, in whose context the expected learning makes sense and about which students can learn, discuss, analyze, investigate and issue perceptions and opinions. How can we identify good case examples to incorporate them into our activities? What is the potential of the local, regional and global contingency to talk and learn about science?

In this section we will analyze some of the topics with the greatest representation in social networks, during the last years in our country, region and planet.


Each educational community should carry out a review process of these three fundamental questions in order to articulate an efficient, organized and stable teaching exercise, but also receptive, pleasant and focused on the well-being of boys, girls, young people, their families, and the community. society as a whole.

What examples and cases of contextualization should we use to teach science to children and young people during their primary and secondary education?

For more information

Ricardo Pizarro Perez

Services Representative RCE 2022

+56 9 6480 4402


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