Abstract

learning experience of epistemic aspects is analyzed from ludic activities of situa-tions and scenarios, to promote reflective processes in chemistry professors regarding the science they teach around a Training Itinerary on visions of Nature of Science and Technology. Two purposes had this learning experience 1) to recognize the presence of epistemic and non-epistemic aspects related to science and technology and 2) to reflect on observation, interpretation, creativity and imagination as aspects of NdCyT. The re-search was of a qualitative interpretative nature supported on the Thematic Analysis and use of NVivo 11, in which the relevant parts of the oral and written discourses of the participating professors are extracted in the production of data during the work session, to group them in topics of greater inclusion. Results show that this learning experience promotes reflection not only related to the metatheoretical (epistemic aspects) as it was intended but also, around two additional thematic blocks that were central, such as the teaching of science and assessment of the work session. The less inclusive themes tall us that teacher thinks from his acting in the classroom, having his professional knowledge as a reference in the reflection processes. In the same way, this type of experiences becomes an opportunity to contrast and question visions installed socially on science, which teaches dialogue forms and how to share their thinking diversity. It impacts their skills to speak and act in the classroom while strengthening their professional training.