<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662006000401259</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El análisis de la epistemología del conocimiento escolar: estudio de caso de una profesora de ciencias de secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vázquez Bernal]]></surname>
<given-names><![CDATA[Bartolomé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Pérez]]></surname>
<given-names><![CDATA[Roque]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mellado Jiménez]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Taboada Leñero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,IES  ]]></institution>
<addr-line><![CDATA[Cádiz ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Huelva Departamento de Didáctica de las Ciencias y Filosofía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Extremadura Departamento de Didáctica de las Ciencias Experimentales y Matemáticas ]]></institution>
<addr-line><![CDATA[Badajoz ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,secundaria  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<volume>11</volume>
<numero>31</numero>
<fpage>1259</fpage>
<lpage>1286</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662006000401259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662006000401259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662006000401259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se describe un estudio de caso centrado en el análisis epistemológico del conocimiento escolar de una profesora de secundaria; destaca cómo interactúan la reflexión orientada a la acción y la propia acción así como su influencia en el desarrollo profesional, todo ello bajo la hipótesis de la complejidad. El estudio comprende dos niveles, uno de naturaleza cualitativa y otro crítico. Analizamos cuatro campos de estudio: clase de conocimiento, criterios de selección, utilidad y construcción. Los hallazgos sugieren que la profesora se encuentra en proceso de volver más complejos ambos procesos, permitiendo aproximarnos a sus posibles perspectivas de desarrollo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article describes a case study centered on the epistemological analysis of a secondary school teacher&#8217;s scholastic knowledge. Emphasis is placed on the interaction between reflection oriented to action and the action itself, as well as the influence on professional development, according to the hypothesis of complexity. The study includes two levels: one qualitative and the other, critical. We analyze four fields of study: class of knowledge, selection criteria, usefulness, and construction. The findings suggest that the teacher is in the process of making both levels more complex-a process that allows us to approach her possible perspectives of development.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[conocimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[desarrollo del profesor]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
<kwd lng="en"><![CDATA[scholastic knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher development]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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