Resumen

RODRIGUEZ PINEDA, Diana Patricia  y  LOPEZ Y MOTA, Ángel D.. ¿Cómo se articulan las concepciones epistemológicas y de aprendizaje con la práctica docente en el aula? Tres estudios de caso de profesores de secundaria. RMIE [online]. 2006, vol.11, n.31, pp.1307-1335. ISSN 1405-6666.

The article describes the results of three case studies of science teachers in secondary school. The focus is on the relations that seem to exist between teachers’ conceptions and their classroom teaching, based on four lines of analysis: a) the relation between subject/object and the subject’s role; b) correspondence with the reality/object of learning; c) method/cognitive processes; and d) validation of the knowledge/verification of learning. The data were obtained from a questionnaire, the class observation log, and a semi-structured interview. The conclusion is that when sufficient coherence exists between epistemological conceptions and the conceptions of learning, these conceptions are articulated with teaching; in the absence of such coherence, the conception most defined within each teacher will define the teacher’s profile and orient his classroom teaching. Also discussed are the implications of this study for training science teachers.

Palabras llave : teacher training; science; secondary education; representations of science and learning; classroom teaching; Mexico.

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