CURRICULUM AND TEACHER EDUCATION FOR CHEMISTRY TEACHING IN COLOMBIA: A SCIENTIFIC ESSAY ON THE GAP BETWEEN EDUCATION POLICY AND PEDAGOGICAL PRACTICE
DOI:
https://doi.org/10.56219/dialctica.v2i31.6379Keywords:
curriculum, chemistry teaching, teacher education, education policy, scientific competenciesAbstract
This scientific essay examines chemistry teaching in Colombia from an explicitly curriculum- and teacher-centred perspective. Rather than focusing on students' cognitive dispositions, the argument addresses the gap that may emerge between education policy, school curriculum, and the professional conditions required for teachers to translate policy expectations into teaching decisions. The central thesis is that a competency-based approach cannot be consolidated merely through the existence of curricular references or prescribed teaching strategies; it requires sustained articulation among curriculum design, teachers' professional knowledge, assessment, pedagogical support, and institutional conditions for implementation. The discussion brings together the current regulatory framework, the Basic Learning Rights (DBA) for Natural Sciences, and recent national references for the assessment of scientific competencies with contemporary literature on Pedagogical Content Knowledge, epistemology of science, inquiry, multiple representations, and contextualized science teaching. The essay argues that improvement should not be reduced to adding isolated classroom techniques. Instead, educational systems and schools need to strengthen their capacity to interpret the curriculum, translate it into coherent learning progressions, align assessment with intended competencies, and sustain teacher professional development around authentic problems of practice. Accordingly, the practical recommendations target teacher education, curriculum management, and education policy rather than individual students' cognitive regulation.
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