Abstract
Besides showing teacher development researchers' arguments for the importance of considering the teacher's epistemology when we intend to change his/her teaching conceptions and practice, this article presents a proposal for a module in Philosophy of Science to be included in continuing education courses. The proposal experienced by a group of teachers has proved it to be possible to deal with philosophical issues in an interesting manner, thus allowing teachers to involve themselves in the subject and to start reflecting on some Philosophy of Science issues as well as understanding how their conceptions in this area influence their teaching practice.
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