In this paper we consider physics students, who are interested in science teaching. These are potential science teachers, and we think that they need to be trained in a way that includes a didactic perspective according to the investigation in science education and the use of new technologies. So, through an optional course we worked with four university physics students.During almost four months this potential science teachers worked in the design of didactical sequences that includes the use of telemathics. In this way four sequences were obtained, which topics are: 1) Temperature and outer space, 2) Doppler effect; 3) Parabolic motion; and 4) Internal and external forces. These sequences are complemented whit some suggestions so other teachers may use them with their students. The sequences were examined and adjusted several times by the university students and the authors before being probed whit high school students.Twelve high school students worked whit the sequences previously designed by the potential science teachers. Each session was video taped and analyzed by an external person. After the work of each sequence the high school students talked with the designers and told them how they felt. They were also asked for the new physics concepts that each sequence developed. After this evaluation the designs were adjusted again by the potential science teachers.A further analysis of this way of training potential science teachers, pointed that them:

• get interested in the design of didactical sequences with telemathic support, since they found that all of the high school students were highly motivated and some of them began to explain some daily situations with the use of physic concepts.
• find that their design work is significant, so they can see the results whit the high school students.
• recognize the use of telemathics as strong support for teaching and learning physics.
• engaged with teaching science so they invited other partners to get into it.