Las buenas prácticas de enseñanza de las ciencias en educación media  superior: una oportunidad  para fortalecer la formación docente

Victoria Eugenia Gutiérrez Marfileño

doi:10.33064/2026docere349186

Authors

Victoria Eugenia Gutiérrez Marfileño Universidad Aut´ónoma de Aguascalientes

DOI:

https://doi.org/10.33064/2026docere349186

Keywords:

best teaching practices, sciences teaching, teachers’ preparation, upper secondary education, educational innovation

Abstract

Science teaching in upper secondary education faces important challenges related to lack of interest from students, the decentralization of knowledge, and the dominance of practices focused on memorization and difficulty to connect the scientific content with real situations, among others. In light of this, the study of the best teaching practices constitutes a pertinent way to recover teaching experiences that promote meaningful learning and provides key elements to educators’ formation and improvement. This article reflects on some of the best teaching practices developed by experimental sciences educators on upper secondary education in the state of Aguascalientes. From the retrieval of declared and observed practices, common features related to active learning, contextualization of contents, collaborative work, the use of creative teaching aids, and formative evaluation were identified. Furthermore, the potential of this type of experiences to enhance educators’ training, particularly the ones focused on the enhancement of teaching sciences, is analyzed. In conclusion, best practices do not represent rigid models of action; instead, they represent pedagogical referrals that reflect on relevant, significant and innovative ways of teaching.

Translated by Adán Israel Vázquez Alba

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Author Biography

Victoria Eugenia Gutiérrez Marfileño, Universidad Aut´ónoma de Aguascalientes

Professor-researcher with 31 years of experience in the Education Department at the Universidad Autónoma de Aguascalientes (UAA). Currently, she is the general director of Undergraduate Teaching in the same institution. She coordinated the development of the Institutional Educational Model and the Competency-Based Curriculum Model, as well as different programs of teachers training. She also participated in Proyecto Campus Sur. Likewise; she has taught classes in all educational levels in pedagogical and research areas. Meanwhile, she has collaborated on 26 research projects, and she is currently developing one research project about good student practices and academic performance. She has also supervised more than 30 theses and has authored numerous publications, including articles and book chapters, in both Spanish and English.

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