Epistemological representations on scientific thought competencies among elementary trainee teachers

In this paper we present some findings from a 3-year research project that sought to characterize epistemological representations on scientific thought competencies (STC) among elementary trainee teachers (ETTs) in three Chilean universities. In a first phase, the project delves in the representations of the ETTs as related to the notion of STC, which we analyze characterizing them as densely as possible from "antagonistic" epistemological spheres: moderate rationalism and positivist rationalism, by means of a questionnaire applied in 3 science teaching courses. The results suggest the coexistence of both epistemological representations, which has important implications in relation to the initial training process of future science pre-school teachers.