Abstract. The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students' misconceptions and enhance awareness of the current situation of planetary emergency.

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A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

INTRODUCCIÓNAlgunos autores afirman que ha sido mucha la investigación que se ha realizado en torno a las ideas del profesorado sobre contenidos científicos, la naturaleza de la ciencia o cómo enseñar, pero que, en cambio, se ha dedicado muy poco esfuerzo a discutir qué contenidos hay que tratar en la formación del profesorado de ciencias, qué estrategias conviene usar en ese proceso y cómo evaluar en ese contexto (Oliva, 2005). En este trabajo se intenta contribuir a esa necesaria discusión, planteando una propuesta sobre la formación didáctica inicial de los profesores de física y química de secundaria.La formación docente inicial del profesorado de secundaria se viene realizando en nuestro país, desde hace ya mucho tiempo, mediante el Curso de Aptitud Pedagógica (CAP); el cual, en general, adolece de una serie de limitaciones y carencias que lo sitúan muy lejos de una formación mínimamente aceptable. Así, podemos encontrar situaciones en las que: Ciencia-Eureka. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias Asociación de Profesores Amigos de la

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