Abstract
Educational research has revealed that inquiry-based learning (IBL) methodologies facilitate science understanding and the development of scientific competences, offering strategies to overcome academic failure and to ensure studentsÂ’ scientific literacy. A review of the Spanish projects with a focus on science education carried out in the last twenty years, shows very few initiatives explicitly based on the application of IBL approaches, pointing out a potential way to improve science learning. In the present paper, we describe a work aimed at promoting IBL methodologies among teachers. The main purpose is to make prospective teachers aware of the benefits associated with this kind of pedagogies, through offering them the opportunity to live an IBL experience and to reflect on practice. (Orig.)
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