Resumen en inglés

The present document shows the findings of the research entitled Teaching conceptions on the inquiry competence in natural sciences of the research line Curriculum and teacher training in science of the master’s degree in Didàctica de las Ciencias Naturales the University of Córdoba, Colombia. The aim is to show the characteristics that training workshops should have that are the product of interpretations and analysis of teaching conceptions, theoretical contributions (ICFES, 2015; Bustamante Ruiz et. al, 2017; MEN, 2018; Ferreyra Quispe, 2019; Noel Hidalgo, 2020) on inquiry competence in natural sciences and its materialization in classroom practices. Given the qualitative nature of the research, an in-depth interview was used to characterize teaching conceptions, a simple triangulation to contrast the categories extracted from the conceptions and a group of discussion focal that raised reflections on classroom practices. The results evidenced a partial approach on conceptual and procedural aspects concerning inquiry competence. The contrast made it possible to understand that the teaching conceptions have a superficial approach to what the theorists establish. Thus, teaching-learning processes can result in an initial level of competence management and an incipient scientific training. The classroom practices are configured by the conceptions that teachers have, evidencing that these are manifested in the formation of students. This fragmentation between conceptions and theory served as a basis for establishing the criteria that would form part of the conceptual and procedural structure of the workshops, taking into account the staging of an approach to conceptual change as a first step towards continuing teacher education.