Resumo

MARZABAL, Ainoa; MERINO, Cristian  e  ROCHA, Alejandro. THE EPISTEMOLOGICAL OBSTACLE AS AN OBJECT OF REFLECTION TO ACTIVATE THE 'EDUCATIONAL CHANGE' OF IN-SERVICE SCIENCE TEACHERS. Rev. electrón. investig. educ. cienc. [online]. 2014, vol.9, n.1, pp.70-83. ISSN 1850-6666.

To activate the process of educational change in a group of science teachers reflection opportunities are generated in which teachers become aware of their epistemological obstacles. That is gradually achieved leading teachers through activities ranging from the scientific content to their teaching, taking the osmosis as a paradigmatic example. In this paper we present the methodology of teaching work and an analysis of the implications that it had for teachers to recognize their own obstacles as an opportunity to change their teaching practices. This article is part of FONDECYT projects 11110065 and 1130759, which were derived from a research and development work initiated in 2011 between the UCSC and PUCV on designing innovative teaching and learning sequences in science. In this article we present our working guidelines and proposals related to the design and production of materials for science education and teacher professional development.

Palavras-chave : Science education; Inservice teacher education; Educational development terms.

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