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The question for the integrated way of education in sciences can be evaluated from different perspectives; on one hand in the environment of the inherent discussion about teacher of sciences practice and his duties, and on the other hand when the group of correlations among the imaginary of the teachers on the science and their corresponding didactic intervention in the classroom is analyzed. In this document we present a first reflection on this problem with base in the application of diagnostic instrument where we explore the conceptions about the integrated way for teaching science from the sciences' teachers from some public schools of Bogotá who are taking an updated course at the Universidad Distrital Francisco José de Caldas. [ABSTRACT FROM AUTHOR]

The percent student failures in the physics 1 class of Universidad de los Andes, since the first semester of 2001 though the first semester of 2005, is about 45%. To be able to detect and diagnose the basic deficiencies of the students entering to the first course of physics, we have designed a quiz that has to be answered by the new students in the first week of classes. With this quiz we have been able to obtain information about the basic deficiencies that the students have in arithmetic, algebra, geometry, trigonometry and basic physics. The results of this quiz have been correlated with the final grade of physics 1, results of the ICFES exam, and other results which enable us to predict the probability that the students have to pass the physics 1 course in Universidad de los Andes and suggest to take the course of PREPHYSICS to the students with low probability of success, other statistical analysis that are presented here give information about the average academic level of calendar A students compared to calendar B students. [ABSTRACT FROM AUTHOR]