Teaching and learning approaches: theoretical perspectives to develop research in science education

Abstract: The theoretical developments about teaching and learning approaches emerged from the pioneering work of Marton and Saljo in Gothenburg, Entwistle, Hounsell and Ramsden in Edinburgh and Biggs and Trigwell in Australia. This article addresses as central aspects: the origin of these constructs in the context of the above mentioned groups, some of their relationships, a description of each approach and an analysis of potential to guide research in science education and to look for strategies for better teaching in science in general and in particular chemistry. In order to develop research studies, some questionnaires of the teaching and learning processes were used, while for teaching, strategies, it was necessary to analyze teacher-centered strategies, teacher/student interaction and students´ interaction. Finally, teachers are encouraged to research in this field, due to the fact that teaching and learning approaches offer potential benefits for science education.