Epistemological conceptions and pedagogical visions on the teaching and learning of sciences: The case of professors from Brazil and Venezuela

Abstract

At present, there is no consensus on the possible implications that the epistemological and pedagogical conceptions of science teachers could have on the construction of scientific knowledge in the school. In this study, they explore, describe and tentatively relate the epistemological conceptions of the NdC and the pedagogical views on the teaching and learning of a heterogeneous group of professors, in order to establish their possible applications or implications according to the scenarios and consensus. Current scientific literacy. From statistical analysis and methodological triangulation, it is possible to ensure that sufficient evidence was not gathered to establish that these conceptions influence the constitution of pedagogical views on teaching and learning.