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This paper shows the research results obtained with a group of pre-service chemistry teachers at Universidad Pedagógica Nacional, employing didactic units focused in everyday chemistry as strategy for chemistry teaching. The explanations of pre-service chemistry teachers for the analyzed everyday chemical phenomena were characterized according to its admissibility and chemical levels of representation. The project allowed consolidating a space which employs coherently disciplinary and didactic aspects of chemistry, contributing to the pre-service teachers with resources and methodologies to transform the traditional forms of teaching, learning and evaluation of chemistry. [ABSTRACT FROM AUTHOR]

This paper comprises results referred to forms of explanation and alternative conceptions identified regarding the Human Immunodeficiency Virus (HIV) and the Acquired Inmunedeficiency Syndrome (AIDS). These results are part of a bigger investigation in 114 biology teachers of secondary education in Mexico City. Most of the identified explanations are descriptive, though teleonomic and anthropomorphic explanations were also found, but in smaller numbers. Some of the main results regarding HIV are: 34 % of the teachers have acceptable conceptions about HIV transmission, however, 56 % of the teachers have alternative conceptions. Finally, 9.6 % of the teachers prefer not to work with this topic. [ABSTRACT FROM AUTHOR]

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