SciELO - Scientific Electronic Library Online

vol.5 issue1La Notion de Situation: analysée depuis la Théorie des Champs Conceptuels, la Théorie des Situations, la Dialectique Outil- Object et la Théorie Anthropologique du Didactique author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




  • Have no cited articlesCited by SciELO

Related links

  • Have no similar articlesSimilars in SciELO


Revista electrónica de investigación en educación en ciencias

On-line version ISSN 1850-6666


GARCIA, María  and  VILANOVA, Silvia. Cuestiones de dominio y concepciones epistemológicas en docentes universitarios de ciencias. Rev. electrón. investig. educ. cienc. [online]. 2010, vol.5, n.1, pp.54-58. ISSN 1850-6666.

The manner in which the domain of training influences teachers' epistemological conceptions, has led to two major research lines: one assumes that conceptions about scientific knowledge are general and the other suggests that they are influenced by the nature of the discipline of training and by the degree and depth of that training. The aim of this paper is to analyze the influence of domain issues on the content of university teachers' personal epistemologies. A simple prospective design study was carried out. The sample, not random, consisted of one hundred college teachers of the Universidad Nacional de Mar del Plata, Argentina, trained in mathematics, chemistry, physics and biology. Two variables were analyzed in their possible associations: V1 Conceptions of scientific knowledge and V2: domain of training. To collect data it was used a dilemmas questionnaire, previously validated. The findings provide empirical evidence to the line of research that holds that the domain of training affects conceptions of scientific knowledge and that its influence is increased by academic experience.

Keywords : Scientific knowledge; University teachers; Conceptions.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License