Preschool Teachers' Beliefs about Science and Technology: Challenges for the Social Appropriation of Knowledge in Childhood

Abstract

In 2019, Maloka, an interactive science museum in Bogotá Colombia, implemented the training teacher Route in Science and Technology. This initiative was aimed to guide the design and implementation of pedagogical innovation projects in public schools in Bogotá. This Route developed a training process with teachers to promote the collaborative building of educational proposals for using the Museum to develop experiences that promote scientific and technological thought at school level. In this framework we developed qualitative research focused on kindergarten and primary school teachers. Working with this audience allowed us to understand the beliefs of teachers about the development of scientific knowledge in children between 4 and 7 years old. The comprehension about these beliefs highlight some of the challenges facing the social appropriation of science and technology when thinking and acting from the perspective of childhood at school level.