Un análisis de las concepciones acerca de la naturaleza del conocimiento científico de los profesores portugueses de la enseñanza secundaria

Resum

Secondary science teachers play an important role in forming the image of science that is held by their pupils. However, research suggests that quite often science teachers' conceptions of the nature of scientific knowledge are little better that of their students. In Portugal, there are no research studies which may help to characterise science teacher's epistemological views in order to design appropriate training courses. This study aims (i) to diagnose what conceptions (empiristirationalistic) are held by Portuguese secondary science teachers concerning the relationship between theory and observation and also about the called scientific method (ii) to ana.lyse the relationship between such conceptions, and the variables subject matter taught and professional experience. Basic data was generated from responses to a questionnaire (multiple choice questions) given by a representative sample of 464 science teachers. The results showed the predominance of empirist views (nearly 2/3 of the sample) about the two aspects investigated. Ernpirist views seem to be independent of the teaching subject and professional experience. The need for adequate training courses is discussed and stiggestions concerning their design are proposed.