<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132022000100238</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320220040</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión y revalorización del concepto de obstáculo epistemológico para la enseñanza de las Ciencias Naturales]]></article-title>
<article-title xml:lang="en"><![CDATA[Reviewing and revaluing the concept of epistemological obstacle for the teaching of Natural Sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Galli]]></surname>
<given-names><![CDATA[Leonardo Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[Gastón Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cupo]]></surname>
<given-names><![CDATA[Betina Ayelén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alegre]]></surname>
<given-names><![CDATA[Cinthia Karen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Ciencias Exactas y Naturales Instituto de Investigaciones (CeFIEC)]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132022000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132022000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132022000100238&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se analiza el concepto de obstáculo epistemológico desde su origen en la obra de Gaston Bachelard hasta las distintas formas que adquirió en la didáctica de las ciencias naturales. A partir de dicho análisis se identifican algunos problemas teóricos, especialmente el uso demasiado amplio que se hace de la expresión 'obstáculo epistemológico', y se propone una definición que busca superar dichos problemas. A partir de dicha definición se sugiere como principal objetivo didáctico el desarrollo de una 'vigilancia metacognitiva' sobre los obstáculos epistemológicos. Luego se analiza la relación entre el concepto de obstáculo epistemológico y las nociones de concepción, modelo y sesgo cognitivo, concluyendo que ninguna de éstas puede reemplazar al primero. En las conclusiones se exponen las razones por las cuales el concepto de obstáculo epistemológico resulta de gran valor tanto para investigación en didáctica de las ciencias naturales como para la práctica de la enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the concept of epistemological obstacle since its origin in the work of Gaston Bachelard to the different forms it has acquired in the didactics of natural sciences. From this analysis, some theoretical problems are identified, especially the overly broad use of the expression 'epistemological obstacle' and a definition is proposed that seeks to overcome these problems. Based on this definition, the development of a 'metacognitive vigilance' on epistemological obstacles is suggested as the main didactic objective. The relationship is analyzed between the concept of epistemological obstacle and the notions of conception, model and cognitive bias, to conclude that none of these can replace the first. In the conclusions, the reasons are presented why the concept of epistemological obstacle is of great value both for research in the didactics of natural sciences and for teaching practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Filosofía de la ciencia]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of science]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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