Resumo

RIVAROSA, Alcira Susana  e  ASTUDILLO, Carola Soledad. Scientific practices and culture: a necessary reflection for a science educator. Rev. iberoam. cienc. tecnol. soc. [online]. 2013, vol.8, n.23, pp.45-66. ISSN 1850-0013.

Studies in the field of teacher training argue that the construction of educational settings to promote epistemological reflection provides greater opportunities for teachers in training to understand and learn about knowledge of science "in a different way" (Adúriz Bravo et al, 2002; Quintanilla et al, 2005). In order to design activities that contribute to the construction of a new epistemological thinking, we have selected some basic cores of reflection on the nature of knowledge. The dialogue between the meta-scientific knowledge and the disciplinary and didactic teacher knowledge was taken as the primary axis of reflection. The activities sought to combine conceptual history and experimental design, theory and argument, meta-cognition, educational transposition and the relationship between science, culture and society. Twenty-two science teachers of primary schools from Córdoba, Argentina, participated in this experience. The results that were obtained made it possible for us to infer some hypotheses about the resistance and axes of movement identified on the teachers’ own ideas and knowledge

Palavras-chave : Teacher training; Nature of knowledge of science; Didactic knowledge.

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