Quality and Equity in Educational Practices of Mexican School Teachers of Natural Sciences

Abstract

This study examines the educational practices of 80 elementary schools teachers of natural sciences, in schools serving communities with different socio-economic level, in the state of Sonora, Mexico. Classroom observational measures were use. In order to analyze the data, an instrument was developed to evaluate educational activities, organization of students, teaching strategies in experiments and discussions, attention to previous student ideas, and strategies in response to student mistakes. The most relevant conclusions were that teachers employed educational activities of reception and repetition more frequently than procedural activities. The most frequent form of organization involved the teacher directing the class as a group. Only one teacher checked on previous student ideas. Correction was the most common strategy in response to error. Socio-economic differences were found in the distribution of type of activities employed by teachers.