This study aims to answer the question: What is the epistemological status of research in science education that we offer in the nation , through our research programs in the period 2000-2011?. To this end, the studio hypothesized that knowing the research hypotheses developed by the teacher-researchers, who addressed the research programs can build the answer to the problem in question. Methodology was used perspective qualitative / quantitative, from the content analysis. The units of analysis were extracted from the documents and research programs such as: (i) Training in Research in Science Education (ii) Dissemination and Validation Research in Science Education (iii) Regulation and Guidance Research in Education of Science. The conceptual ordering information yielded seven research lines that structure the field of Science Education in the Nation: The Relationship of scientific knowledge and common knowledge, Teaching, Learning and Assessment: Metacognition, Conceptual Change, Resolution Problems, and History of Science, the relationship between theory and practice in the sciences through laboratory experimental school new information technologies and communication and its relationship to science education. - Artificial Intelligence and Reasoning Processes, Curriculum Development in Natural Sciences, Cultural Contexts - Environmental Education - Science Education Unconventional Environments and Knowledge, Thinking and Teacher Training.