Cuestiones de dominio y concepciones epistemológicas en

• Main Authors: García, María, Vilanova, Silvia
• Format: Article
• Language: English
• Published: Universidad Nacional del Centro de la Provincia de Buenos Aires 2010-07-01
• Series: Revista Electrónica de Investigación en Educación en Ciencias
• Subjects: scientific knowledge – university teachers - conceptions
• Online Access: https://657997593571863205-a-1802744773732722657-s-sites.googlegroups.com/site/reiecniecyt/home/REIEC_anio5_num1_art5.pdf?attachauth=ANoY7coOGRTJm8gv9fKZ2k8GhUE7cXz3Qv4_Nf-tYe3_zECBe4F1OKxXRx61wEN3PHqrQ6fgMjyeUbCMcgdoBABHN27Rp35dICdSuPiwNQ5e-xWJMEBa5WJgLmUFDKzJNG8m-22KsmDW51OLR8c0nbHq02MNMC_Gkd2YR5t9GrKSwb9diG2DMKDqQJvVHFZd1nQnPUlN_vbfXh6yOKKC40Uqyp-zE2NeNQ%3D%3D&attredirects=0

The manner in which the domain of training influences teachers' epistemological conceptions, has led to twomajor research lines: one assumes that conceptions about scientific knowledge are general and the othersuggests that they are influenced by the nature of the discipline of training and by the degree and depth of thattraining. The aim of this paper is to analyze the influence of domain issues on the content of universityteachers' personal epistemologies. A simple prospective design study was carried out. The sample, notrandom, 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 possibleassociations: V1 Conceptions of scientific knowledge and V2: domain of training. To collect data it was useda dilemmas questionnaire, previously validated. The findings provide empirical evidence to the line ofresearch that holds that the domain of training affects conceptions of scientific knowledge and that itsinfluence is increased by academic experience.