Conocimiento didáctico del contenido sobre naturaleza de la ciencia y pensamiento crítico en la formación inicial de profesorado de Primaria.

Preparing future teachers to contribute to the scientific literacy of society requires working their capacities to teach the nature of science (NOS) and critical thinking (CT) from the earliest stages of training. is work presents the pedagogical content knowledge (PCK) for the teaching of these elements developed in a sample of pre-service primary teachers, aer participating in an intervention. Data were collected through the Content Representation, and a rubric was designed to characterise some aspects of the PCK. Results show that the intervention contributed to acquire the knowledge required for integrating NOS and CT in the classroom, especially for the latter one, recognise the importance to plan the NOS and CT in science and feel confident when planning teaching in this respect. e key results are discussed identifying challenges and drawing some recommendations for teacher professional development. [ABSTRACT FROM AUTHOR]