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This paper is framed in an UBACYT research project which we have developed in the "Teaching Practices" course of the Sociology Teacher Training Program of the UBA (University of Buenos Aires). We aimed at identifying the factors that can recurrently pose obstacles to this process, starting from the questioning and acknowledgement of Sociology categories, and, at the same time, analyze the teaching strategies that play as facilitators of this task, through the retrospective reconstruction of several teacher practices. This paper is an advance of the above mentioned project and presents provisional results of the second stage of this research, m which we have analyzed the obstacles in the construction of social thinking identified from the perceptions of our practicing students, and the didactic strategies that were implemented and facilitated the overcoming of these difficulties. [ABSTRACT FROM AUTHOR]

Through this presentation we aspire to show the main results of a research that a group of teachers and researchers of the Department of Investigation and Educational Statistics of the University of Buenos Aires carried out between 2004 and 2008, and set out some teaching concerns that came up in this process, related to the challenge that represents the teaching of the practice of scientific research in the formal framework of university course. The research process that we are referring to, seek to contribute to the theoretical field related to the pedagogy of research training and specifically investigated about the changes of conceptualizations about scientific research in Social Sciences that students of Research and Educational Statistics I are carrying out. This paper is organized in three moments: The presentation of the problematic situation which started the research problem. The description of the student's previous knowledge and final constructions about the scientific research. The development of some answers about student's process of change of scientific research ideas. [ABSTRACT FROM AUTHOR]