Abstract

CHAMIZO, José Antonio  and  MARTINEZ VAZQUEZ, Ana. Cuanto más aprendo de cómo se debe enseñar, peor maestra me siento. Educ. quím [online]. 2021, vol.32, n.3, pp.202-207.  Epub Mar 14, 2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2021.3.79623.

From the title of this article we can think the idea of doubt and its importance in the teaching-learning process. Doubt is an attitude that stops us and invites us to think. This is sometimes paralyzing but sometimes very exhilarating. The paralyzing doubt is something out of this context that pertains more to the field of psychoanalysis. Thought-fueling doubt stimulates learning.

Doubt is necessary to teach since “a teaching without doubt is indoctrinating” Without it, critical and creative thinking styles cannot be favored, and meaningful learning cannot be achieved. Let us teach our students to doubt and start doubting ourselves as teachers.

A teacher who doubts well about his ability, about his teaching work, about what he knows he can teach, will always be a better teacher who can teach his students to doubt. Worthy people like Gisela who doubted and said the more I learn about how to teach, the worse teacher I feel, they suggest that perhaps the utopia of a better world is not impossible.

Keywords : Doubt; significant learning; science; indoctrination.