Abstract

Poor results of science learning, both at school and university level, have led us to acknowledge the need to transform our teaching. Currently, refection and collaborative work with colleagues are conceived as being key factors in the process of transformation of practices. Based on the experiences of a group of school and university science teachers working on action-research, we describe the contribution that collaborative work has on refection for the transformation of practices. Te main aspects are the recognition of strengths and weaknesses, listening to and learning from the experience of others, and the discussion of specifc classroom practices. On the other hand, these refections contribute to transformation on diferent levels: the teacher, classroom teaching practices, and the school community. Te fact that it is a diverse group that includes both school and university teachers generates enriching refections that help to transform practices in both areas. Tese refections not only beneft the school system, but also science teachers education, and they also shed some light on a new University-School relationship.