<?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>S1405-66662006000401307</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo se articulan las concepciones epistemológicas y de aprendizaje con la práctica docente en el aula? Tres estudios de caso de profesores de secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Pineda]]></surname>
<given-names><![CDATA[Diana Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López y Mota]]></surname>
<given-names><![CDATA[Ángel D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional Departamento de Educación en Ciencias Experimentales ]]></institution>
<addr-line><![CDATA[Ajusco México, DF]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional Departamento de Educación en Ciencias Experimentales ]]></institution>
<addr-line><![CDATA[Ajusco ]]></addr-line>
<country>Mexico</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>1307</fpage>
<lpage>1335</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662006000401307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662006000401307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662006000401307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se describen los resultados de tres estudios de caso de profesores de ciencias, de secundaria, sobre las relaciones que parecen existir entre las concepciones y la práctica docente en el aula, partiendo de cuatro ejes de análisis: a) relación sujeto-objeto/ papel del sujeto; b) correspondencia con la realidad/objeto del aprendizaje; c) método/procesos cognitivos; y d) validación del conocimiento/verificación del aprendizaje. Los datos se obtuvieron de: un cuestionario, el registro de observaciones de clase y una entrevista semiestructurada. Se concluye que cuando hay suficiente coherencia entre concepciones epistemológicas y de aprendizaje, éstas se articulan con la praxis, cuando no hay dicha coherencia, la concepción más definida al interior de cada sujeto, es la que define su perfil y orienta su práctica. También se discuten las implicaciones de este estudio para la formación de profesores de ciencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article describes the results of three case studies of science teachers in secondary school. The focus is on the relations that seem to exist between teachers&#8217; conceptions and their classroom teaching, based on four lines of analysis: a) the relation between subject/object and the subject&#8217;s role; b) correspondence with the reality/object of learning; c) method/cognitive processes; and d) validation of the knowledge/verification of learning. The data were obtained from a questionnaire, the class observation log, and a semi-structured interview. The conclusion is that when sufficient coherence exists between epistemological conceptions and the conceptions of learning, these conceptions are articulated with teaching; in the absence of such coherence, the conception most defined within each teacher will define the teacher&#8217;s profile and orient his classroom teaching. Also discussed are the implications of this study for training science teachers.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[ciencias]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
<kwd lng="es"><![CDATA[representaciones de ciencia y aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[science]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[representations of science and learning]]></kwd>
<kwd lng="en"><![CDATA[classroom teaching]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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