id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_ybifxbu6gjgare2zpwvqmzczo4	Vicente Mellado	Contributions from the Philosophy of Science to the Education of Science Teachers	2006	27	.pdf	application/pdf	12060	934	53	reviews the research on science teachers' educational change. analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science -positivism, Popper's development is the process of change in science teachers considered in its science teaching programs and teacher education (Matthews 1992). the science teacher by establishing an analogy between scientific change To this end, we selected a set of theories, on the basis of which we shall set up analogies with teachers' educational change. Analogously, the basic aspects of teachers' theories and practices are strongly resistant to change, and when this does teachers do not easily change their conceptions, and even less their educational practices. teachers make changes in their conceptions and educational practices when and Teacher Learning and Innovative Practices', Science Education 87(1): 3--10. Scientific Conception: Toward a Theory of Conceptual Change', Science Education 66(2):	./cache/work_ybifxbu6gjgare2zpwvqmzczo4.pdf	./txt/work_ybifxbu6gjgare2zpwvqmzczo4.txt