We present a proposal for preservice science teacher education entitled
“Aprendiendo a Enseñar Ciencias en Primaria -Learning to Teach Primary Science-
(APENCIP Workbook)" (Rivero et al., 2012). We take as referents for this workbook:
inquiry-based science education; teacher education by inquiry into professional
practical problems; the interaction with innovative teaching practices through
audiovisuals. In the first part, the students prepare a plan to teach some specific
content. The discussion and analysis of their proposals will serve as an initial contrast
between the different teams, and an introduction to the professional problems they
will have to address during the course (the intention being to clearly relate these
problems with elements of the curriculum). In the second part, each curricular element
and the problems it raises will be worked on sequentially. We shall begin by
analysing the first version, and then compare and contrast it with various documents.
The process culminates with work on a script for reflection aimed at setting out each
team's position relative to the curricular element being analysed, and the team
members' responses to the problems addressed. After analysing all the curricular
elements selected, a second version of the teaching plan will be elaborated. In the
third part, how inquiry-based science education is actually put into practice in the
classroom will be visualized from video material and analysed, and a third version of
the plan will be elaborated. The final activity is to compare the three versions, and to
evaluate the entire process. Our intention is to investigate the prospective teachers'
progression of knowledge in this process, and the possible influence that the course,
especially the use of videos, may have had on that progression. Cur
