This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.

This paper presents a student-designed one-pot electroless deposition of Bi extracted from a Pepto Bismol^® tablet by galvanic displacement of the Zn coating of a galvanized iron nail. This experiment relies on a readily accessible and reasonably safe method and materials and it has been used during the present COVID pandemic as a hands-on activity with higher education students (i.e., Junior and Senior Chemical Engineering students). Its simplicity should allow its use with High School students as well. The entire procedure can be completed in 30–45 min.