| 總結: | It is worrying how still there are teachers (of chemistry) that think teaching means to fill up with knowledge the “empty brains” of students. Possibly, this traditional-expositive approach assumed by those teachers in their pedagogical praxis contributes chemistry teaching is (or keep) in crisis. The aim of this essay is to present some reflections about the role of chemistry teachers according to better conceptualizations of teaching and learning than the offered by traditional education, as a reminder and a call of attention to them to assume the challenges in chemistry teaching. A teaching conceived to promote the autonomy in the learning and the metacognition obligates chemistry teachers to “teach” a science more contextualized, since the multilevel thought and with criticism. This could contribute to a better chemical knowledge understanding, and help the formative processes.
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