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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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/2454 |
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| author | dos Santos Lima, Camila Ribeiro, Gabriel dos Santos Lima, Camila Ribeiro, Gabriel |
| author_facet | dos Santos Lima, Camila Ribeiro, Gabriel dos Santos Lima, Camila Ribeiro, Gabriel |
| author_sort | dos Santos Lima, Camila |
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| description | 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. |
| format | Digital |
| id | revistas.uan.edu.co-article-2454 |
| institution | Revista PAPELES |
| language | pt_BR |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-24542026-09-23T05:55:43Z Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. Las categorías epistemológicas de Ludwik Fleck y la formación de profesores de ciencias Categorias epistemológicas de Ludwik Fleck na formação de docentes de ciências: uma revisão qualitativa dos Santos Lima, Camila Ribeiro, Gabriel dos Santos Lima, Camila Ribeiro, Gabriel 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 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. Introdução: No século XX, o campo da epistemologia recebeu relevantes contribuições do médico e microbiologista polonês Ludwik Fleck (1896-1961). O objetivo deste trabalho foi analisar como as categorias epistemológicas elaboradas por Fleck têm sido utilizadas na reflexão sobre a formação de docentes de ciências. Metodologia: Este estudo consiste em uma revisão qualitativa de literatura, de natureza interpretativa, orientada pelas categorias epistemológicas de Ludwik Fleck, em diálogo com as diretrizes de sistematização propostas por Von Hohendorff (2014). O corpus de análise foi constituído por 26 estudos encontrados na base de dados Google Acadêmico, publicados entre 2009 e 2024, que mobilizam tais categorias na análise da formação inicial e continuada de docentes de ciências. Resultados e discussão: A análise dos estudos permitiu identificar três tendências principais no uso da epistemologia fleckiana na formação de docentes de ciências: (i) a utilização das categorias como ferramentas de mapeamento de contextos formativos; (ii) a ênfase na identificação de estilos e coletivos de pensamento; e (iii) a valorização da circulação de ideias como elemento central para a transformação das práticas docentes. Conclusões: Esse delineamento sugere uma utilização ainda parcial do potencial analítico da epistemologia de Ludwik Fleck, o que pode limitar a compreensão de processos mais complexos envolvidos na formação docente. UNIVERSIDAD ANTONIO NARIÑO 2026-09-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2454 10.54104/papeles.v19n37.2454 Papeles; Vol. 19 No. 37 (2027): Vol. 19 No. 37 (2027): Volume 19 number 37 (January - June, 2027) Papeles; Vol. 19 Núm. 37 (2027): Vol. 19 Núm. 37 (2027): Volumen 19 número 37 (Enero - junio, 2027) Papeles; v. 19 n. 37 (2027): Vol. 19 Núm. 37 (2027): Volumen 19 número 37 (Enero - junio, 2027) 2346-0911 0123-0670 10.54104/papeles.v19n37 pt_BR https://revistas.uan.edu.co/index.php/papeles/article/view/2454/1873 Derechos de autor 2026 Camila, Gabriel Ribeiro https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | 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 dos Santos Lima, Camila Ribeiro, Gabriel dos Santos Lima, Camila Ribeiro, Gabriel Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. |
| title | Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. |
| title_alt | Las categorías epistemológicas de Ludwik Fleck y la formación de profesores de ciencias Categorias epistemológicas de Ludwik Fleck na formação de docentes de ciências: uma revisão qualitativa |
| title_full | Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. |
| title_fullStr | Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. |
| title_full_unstemmed | Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. |
| title_short | Ludwik Fleck’s Epistemological Categories in Science Teacher Education: A Qualitative Review. |
| title_sort | ludwik fleck s epistemological categories in science teacher education a qualitative review |
| topic | 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 |
| topic_facet | 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 |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2454 |
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