Abstract

The Chilean education system is constantly changing along with advances in science and technology. For this reason, the Ministry of Education (MINEDUC) has opted for new directions in the schooling process through curricular proposals such as content standards, known as the Learning Progress Maps (MPA). In this concern, this study aims to analyse the congruence between the skills declared by science teachers who teach in the first grades of secondary schools. It should be noted that this research is framed in a qualitative approach of phenomenological type, whose purpose is to interpret phenomena and events carried out by science teachers, collecting data through observation techniques, document analyses, Delphi methodology and focus groups. Most cases indicate that science teachers have disengaged from the MPA from the implementation and operationalisation. However, their plans follow the ministerial guidelines, and many factors influence the development and creation of their classes.