Naturaleza de la ciencia y enseñanza Un aporte para la formación del profesorado

This paper describes a study in the epistemological conceptions of four groups of Natural Sciences teachers and future teachers. The study consisted in a didactic sequences analysis developed in different training contexts. The focus was on those statements that refer specifically to the knowledge taught. As a result, the main teacher's resistance and mobilization thoughts, about science nature, were differentiated as an extreme in a progression continuum. Thus, it was expected to provide further criteria to support strategies that enable teachers to recognize those concepts that are naive or inadequate, as well as mobilize more relativistic, open and complex senses about science and its teaching