Resumo

PEME-ARANEGA, Carmen et al. Explicit and implicit beliefs of a chemestry teacher in secondary education about sciences and how to teach and learn them. Perfiles educativos [online]. 2006, vol.28, n.114, pp.131-151. ISSN 0185-2698.

The aim of this study was, by taking a substantive theory as the theoretical framework, to analyze and compare the explicit and implicit epistemological and didactic beliefs of a secondary school chemistry teacher -"Gabriela ". The explicit beliefs were determined from inventories and interviews, and the implicit beliefs from her performance of specific activities in the preactive, interactive, and postactive phases of her teaching work. The results indicated that, in "Gabriela 's " case, there was a fair degree of consistency between her explicit and implicit beliefs, and that the coincidence was greater in the epistemological than in the didactical beliefs. The implicit beliefs were somewhat more up-to-date than the explicit beliefs, in agreement with other work with expert teachers.

Palavras-chave : Secondary school science teacher; Epistemological and didactical beliefs; Explicit and implicit beliefs.

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