Cuestiones de dominio y concepciones epistemológicas en docentes universitarios de ciencias

the manner in which the domain of training influences teachers' epistemological conceptions, has led to two major research lines: one assumes that conceptions about scientific knowledge are general and the other suggests that they are influenced by the nature of the discipline of training and by the degree and depth of that training. the aim of this paper is to analyze the influence of domain issues on the content of university teachers' personal epistemologies. a simple prospective design study was carried out. the sample, not random, consisted of one hundred college teachers of the universidad nacional de mar del plata, argentina, trained in mathematics, chemistry, physics and biology. two variables were analyzed in their possible associations: v1 conceptions of scientific knowledge and v2: domain of training. to collect data it was used a dilemmas questionnaire, previously validated. the findings provide empirical evidence to the line of research that holds that the domain of training affects conceptions of scientific knowledge and that its influence is increased by academic experience.