Abstract

The metatheoretical conceptions of chemistryprofessors are interpreted and reviewed during theinitial session of a Training Itinerary based on theNature of Science and Technology (NdCyT). In a reflective exercise, the participants managed to notice the possible incidence in the didactic plane, as well as the identification of novel ideas in relation to science and technology as part of their relatively integrated, sometimes contradictory conceptual schemes that represent important didactic obstacles of epistemological nature.