Por qué a los profesores de Ciencias nos cuesta tanto cambiar nuestras concepciones y modelos didácticos

Resumen

Change is one of the words that most characterizes our time. However, are teachers prepared to work in diversity and uncertainty?, does change form part of our professional culture?, which obstacles prevent teachers from taking on educational innovations? what factors stimulate educational changes? In this article, we review different models of teacher's educational changes through an analogy with the scientific change in the philosophy of science. We analyze the processes of science teachers’ conceptual change and classroom practice, in the models of technical rationality, conceptual change and gradual or evolutionary change based on investigation. We finalize with metaphors as an intervention tool for teachers.