Concepciones Epistemológicas en la Formación de Docentes de Ciencias Naturales

Abstract

The present study sought to identify the epistemological conceptions of students looking to become professors in the area of Natural Sciences, analyzing the relationship between the identified conception and the declared conception at different moments during the course of their Major. The sample consisted of 49 students looking  to specialize in the teaching of Phisics and Chemestry. The conceptions were identified as well as the discrepancies about the identified and declared conceptions, which revealed shortcomings in the understanding of the nature of science. The impact that initial training has on modifying these conceptions was also evidenced. Among the conclusions is the need to work on these aspects  in a more explicit manner, so that future teachers can  better defend their positions.