Identificador persistente para citar o vincular este elemento:
http://hdl.handle.net/10662/19395
Títulos: | Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School |
Autores/as: | Melo Niño, Lina Viviana Cañada Cañada, Florentina González Gómez, David Jeong, Jin Su |
Palabras clave: | Conocimiento Didáctico del Contenido;Pedagogical Content Knowledge;Enseñanza de la Física;Physics Education;Enseñanza del campo eléctrico;teaching the electric field;Intervención y reflexión pedagógica;Teaching intervention and reflection;Upper secondary education teachers;Profesorado de enseñanza secundaria superior |
Fecha de publicación: | 2020 |
Editor/a: | MDPI |
Resumen: | The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies. |
URI: | http://hdl.handle.net/10662/19395 |
DOI: | 10.3390/educsci10120362 |
Colección: | DDCEM - Artículos |
Archivos
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educsci10120362.pdf | 693,57 kB | Adobe PDF | Descargar |
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