The implementation of the Bologna Process in European Universities suggests a major change in training methodologies and rethinking the objectives and content of qualifications. It is necessary that the lessons are planned so that students can achieve the skills required by their professional profile. The acquisition of these skills, the less attendance in the classroom and the consequent rise of independent work by students justify the need and importance of ICT in the development of new qualifications. We present the first results of research carried out at the University of León (Spain) based on the methodology of Problem-Based Learning. In here, we use WebQuests as a collaborative activity for the design and development of didactic sequences. Specifically, we describe the experience of training-action in a group of experimental science beginning teachers doing the Masters on Teacher Education in Secondary Education. An analysis of the state of affairs in science education shows that prospective teachers have a few preconceptions about the lessons learned \"environmentally\" in their previous schooling. These preconceptions are projected in the planning of the teaching-learning sequences using a simplistic view of science. This view presents the science from an optical closed, dogmatic, infallible, linear accumulation of knowledge and socially decontextualized. Therefore, in our experience, we use a process of construction-reconstruction WQ didactic sequences that allow us to reflect and question the implicit theories that we as teachers have about on how students learn and how to plan their learning. Initial data indicate that these experiences improve the mastery of reflective skills, metacognitive and planning in the design of teaching-learning situations in the direction of understanding the essence of scientific activity: what is scientific knowledge? how do we acquire it? And why should we need to learn it? .

collaborative learning, ICT, Webquest, beginner training teacher, teachers conceptions.