Abstract
The purpose of this work was determine teachers' opinions regarding the goals and objectives of the teaching of science, within the frame of educational reform. We attempt to disclose to what extent educational thinking gives priority to the training of students in the scientific concepts, laws and theories needed in further courses and how this thinking pays less attention to the so-called scientific literacy which is meant to be the main object of the teaching of science according to the designers of the curriculum. To achieve this, we carried out a multiple and convergent experimental design with a number of samples of teachers. We found confirmation that in secondary education, the curricular emphasis of teachers focuses on the preparation for the further study training of students.
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