The objective of this research was to identify and characterize chemistry teachers´ conceptions about science and gender. The collective case study was carried out in a Teacher Training Workshop in Santiago-Chile City. The data collected included responses to two questionnaires, the teacher speech in workshops, and direct observation of classroom interaction. The Interpretive descriptive analysis done identifies the conceptual profiles and how these changed through the development of the research. While it was found that there is still a male-centered view of science teachers, incorporating theoretical brainstorming sessions on the subject can apparently contribute positively to conceptual change and educational practice.
Science; Gender; Case study; Teacher training; Chemistry education
