Resumo

MARTIN-DIAZ, María Jesús; GUTIERREZ JULIAN, María Sagrario  e  GOMEZ CRESPO, Miguel Ángel. Why is there a fault line between innovation  and educational research and the teaching practice?. Rev. iberoam. cienc. tecnol. soc. [online]. 2013, vol.8, n.22, pp.11-31. ISSN 1850-0013.

This article searches for the reasons that explain why innovation and educative research  keep constrained to a restrictive circle and do not influence real teaching practices.  Finding those reasons could work as a sure way to diagnose the problem and apply  solutions with a better knowledge. The paradigm of scientific alphabetization has been  present for decades in specialized journals and academic papers, but it has shown little  influence inside the classroom. Where is the problem: in its diffusion or in its own  definition? And going deeper: is it the teachers, the educative system, the curricula? In  an attempt to solve these questions, experts in didactics of science and innovative  teachers have answered a specific questionnaire. Its analysis seems to indicate that the problem can be found in both the diffusion and the definition of the paradigm.

Palavras-chave : Educational purposes; Sscientific literacy; Educational innovation and  research; Teacher training.

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