This research is about the conceptions of science and research practices in a group of university teachers, which trains future scientific professionals. Their teaching practices are also analized.

Thus, I want to know How does the knowledge of the discipline (science) of a university teacher is related to his teaching practice in the classroom or laboratory? This teacher is a researcher and teacher at the same time; In addition I want to know Which are his/her conceptions about science and teaching?

I have decided to investigate the conceptions and teaching practices, adding to these elements the observations of professional and research work of university teachers. We seek to expand the look and try to see beyond the classroom, wanting to be also in the laboratory.

Studies such as Aydeniz & Hodge (2010), explained that scientists must reconcile their identities of teachers and researchers, which usually occurs in the mind, but not in action. The administrative barriers of faculties and departments in the university, it do not favor the work of teachers, creating tension between the two worlds: the research and teaching.

Also, we know that a knowledge of this discipline has an educational dimension that is attached to the structure of matter (Berry et al, 2008; Medina & Jarauta, in press), which is not articulated in an additive manner, but this configured around a network of connections in they relate to pedagogical knowledge, students knowledge and the context knowledge with their own teaching experience (Montero in Marcelo et al, 2001).

The research problem focuses on identifying, interpreting and understanding the concepts and practices of science teachers, whose professional experience is articulated in relation to teaching and exercising their research practice. Thus, the goals of the study are:

1. To know the epistemological conception (conceptions about science) and pedagogical conception (conceptions about science learning) of the university teachers.

2. To describe the teaching practices of university teachers.

3. To describe the research practices of university teachers.

4. To know how it integrates the matter knowledge with the pedagogical knowledge of the science university teacher.

5. To identify who has the vision science teachers about their teaching role and the skills and knowledge set that must have to provide teaching and training.

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