%0 Journal Article
%T Difficulties of Secondary school teachers implicating in the reading, innovation and research in science education (II): the problem of ¡°hands-on¡±
%A Oliva Mart¨ªnez
%A Jos¨¦ Mar¨ªa
%J Revista Eureka sobre Ense£¿anza y Divulgaci¨®n de las Ciencias
%D 2012
%I Asociaci¨®n de Profesores Amigos de la Ciencia Eureka
%X This work is a continuation of another recent article in these pages (Oliva, 2011), which dealt with the difficulties of high school teachers to start in the dynamics of innovation and research in science education. In another study that examined the views expressed by a sample of 16 secondary science teachers around the obstacles to immersion in these tasks, as well as comments, expressed doubts and obstacles they face the task write a short article in the context of an introductory training course on this subject. From the same source, in this other paper the intrinsic difficulties that arise once the teachers decide to engage in this type of work and faces the tasks associated with these processes. The problems identified in this case are due, among other reasons, lack of trust in teachers' own possibilities, difficulties in the formulating of the problem object of research, lack of theoretical and problems in drafting written work. From the above results makes some conclusions and implications for teacher training in this field.
%K innovaci¨®n e investigaci¨®n educativa
%K publicaciones
%K profesorado de ciencias
%U http://hdl.handle.net/10498/14732