Resumo

VAZQUEZ BERNAL, Bartolomé; JIMENEZ PEREZ, Roque; MELLADO JIMENEZ, Vicente  e  TABOADA LENERO, Carmen. El análisis de la epistemología del conocimiento escolar: estudio de caso de una profesora de ciencias de secundaria. RMIE [online]. 2006, vol.11, n.31, pp.1259-1286. ISSN 1405-6666.

The article describes a case study centered on the epistemological analysis of a secondary school teacher’s scholastic knowledge. Emphasis is placed on the interaction between reflection oriented to action and the action itself, as well as the influence on professional development, according to the hypothesis of complexity. The study includes two levels: one qualitative and the other, critical. We analyze four fields of study: class of knowledge, selection criteria, usefulness, and construction. The findings suggest that the teacher is in the process of making both levels more complex-a process that allows us to approach her possible perspectives of development.

Palavras-chave : epistemology; science teaching; scholastic knowledge; teacher development; Spain.