Cambio didáctico del profesorado de ciencias experimentales y filosofía de la ciencia

Abstract

One of the most important topics on the international agenda in educational research is to gain an understanding of the educational change processes in the teachers, as well as the factors that favour or hinder it. At the same time, it is an essential element for planning and putting into practice initial and ongoing teacher education programs. In this article we review the investigations on science teachers’ educational change. In order to organize this information we establish an analogy with the process of scientific change, according to different theories from philosophy of science, analysing and valuing the contributions of the different models.