This research investigated Social Representations of Science teachers working at the 5th-8th grades in the Scientific Method and the effects of those representations on their educational practices. The methodological theoretical reference used was that of the Social Representations, in the Moscovician perspective. The instruments used for the research were questionnaires and interviews. The analysis, although with some incoherence, points to a prevalence of constructivist representations. In relation to the effects that those representations have on the subjects' practices, we concluded that this happens in part. In general the teachers evaluate as advantageous the use of that methodology in the teaching of Sciences, justifying the fact that they don't use it as due to some operational difficulties and even due to educational pressures.
Scientific method; Science teaching; Social representations