Abstract.

Cognitive and teaching styles have been construct objects of research in university classrooms. This article seeks first to show a condensed synthesis of traditions, developments, approaches and trends, as well as some exploratory, descriptive or correlational studies regarding these two constructs, which sometimes involves the study of intervening variables. Secondly, with a more integral and specific characterization of chemistry university professors, this document deals with those constructs; the study aims to broaden the state of the art in two ways: the first one takes into account the scientific dimension on research studies carried out before 1982 for the study of cognitive style; la segunda takes into account the need of including the laboratory field for the comprehensive study of the teaching style in this particular group. Finally, the author proposes advancing in the design and validation of instruments related to these two constructs and, after this step, studying the correlations between teaching style, whether in the generic field (in theory) or in the specific field (in the laboratory) regarding each cognitive style in the scientific dimension in university chemistry professors.

Keywords: Cognitive style; teaching style; scientific dimension; university teaching; chemistry.