ACCIONES DE MAESTROS DE CIENCIAS: CREENCIAS, ROLES, METAS Y CONTEXTOS EN LA ENSEÑANZA Y EL APRENDIZAJE

Although scence curricula vary widely among countries, states, school districts,
individual schools and individual classrooms, the understanding and enhancement of
science teaching and learning is so limited in most of them that it is a global concern.
Teacher’s conceptions play an important role in the implementation of a science
curriculum, consequently; the study and development of teacher conceptions of the
nature of science education has become one of the most important goals of the
science education community. Although in the last twa decades this has been a
prolific area of research, it is yet to be researched more deeply. The overallpurpose
of this research is to explore the nature of the referents used by science teachers
when engaged in science instruction and to elucidate patterns of beliets, goals, roles
and context which guide teachers actions and interactions. The kind of research we
are doing argue tora change in teachers’ epistemology empowering them to take
informed decisians to break away fram dominant practices which have been present
ín the community without deep questioning.