  The present situation of the teaching-learning relationship in astronomy is
rarely investigated in our country. This is so, even when it is widely
recognized that astronomy is an integral discipline, at the crossroads of
advances in physics, geology, chemistry, etc. In this project we aim at
contributing with the situational diagnosis in topics of astronomy of
preservice elementary teachers, and to try and develop didactic tools that
better collaborate with their formal education. We work with an open written
questionnaire, designed to put in evidence some of the most frequently used
models on a few basic astronomical notions. We here describe the main questions
included in the test, and show our first results and some conclusions after
having addressed the questionnaire to a number of preservice elementary
teachers.
