Y después de PISA, ¿qué? propuestas para desarrollar la competencia científica en el aula de ciencias de profesores en ejercicio y futuros profesores de ciencias

PISA has evidenced that, despite pupils' scientific competence is the main goal of Science Education, this goal is not met. Previous research suggest that one of the reasons is in-service teachers' conceptual difficulties regarding the competency framework. This is particularly the case for the sub-competence "Using Scientific Evidence". In this research, we address this problem for both in and pre-service teachers by proposing a new mentor-mentee model that focus on the use of this competence in the Science classroom. First results indicate that, despite shortcomings of the initial tasks, understandings of the competency framework have improved. The analysis also offers an instrument for the analysis of the quality (regarding argumentation, data, contextualisation and view of NOS) of teaching tasks to develop the competence.