Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review.

Introduction: In the twentieth century, the field of epistemology received significant contributions from the Polish physician and microbiologist Ludwik Fleck (1896–1961). This study aimed to analyze how the epistemological categories developed by Fleck have been used in reflections on science teach...

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Bibliographic Details
Main Authors:	dos Santos Lima, Camila, Ribeiro, Gabriel
Format:	Digital
Language:	pt_BR
Published:	UNIVERSIDAD ANTONIO NARIÑO 2026
Subjects:	Epistemología formación docente didáctica de las ciencias ciencias de la educación Epistemologia formação de professores educação científica licenciatura ciências da educação Epistemology teacher education science education bachelor's degree
Online Access:	https://revistas.uan.edu.co/index.php/papeles/article/view/2454
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Summary:	Introduction: In the twentieth century, the field of epistemology received significant contributions from the Polish physician and microbiologist Ludwik Fleck (1896–1961). This study aimed to analyze how the epistemological categories developed by Fleck have been used in reflections on science teacher education Methodology: This study consists of a qualitative, interpretive literature review guided by Ludwik Fleck’s epistemological categories and informed by the systematization guidelines proposed by Von Hohendorff (2014). The analytical corpus comprised 26 studies retrieved from Google Scholar and published between 2009 and 2024 that mobilize these categories to analyze initial and continuing science teacher education. Results and Discussion: The analysis of the studies allowed us to identify three main trends in the use of Fleckian epistemology in science teacher education: (i) the use of categories as tools for mapping educational contexts; (ii) an emphasis on identifying thought styles and thought collectives; and (iii) an appreciation of the circulation of ideas as a central element in transforming teaching practices. Conclusions: This framework suggests a still partial use of the analytical potential of Ludwik Fleck’s epistemology, which may limit the understanding of more complex processes involved in teacher education.