Discussing paths trodden by PCK: an invitation to reflection

Stefannie de Sá Ibraim; Rosária da Silva Justi

Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/60355

Type:	Artigo de Periódico
Title:	Discussing paths trodden by PCK: an invitation to reflection
Authors:	Stefannie de Sá Ibraim Rosária da Silva Justi
Abstract:	Some researchers have investigated teachers’ pedagogical content knowledge (PCK) concerning scientific practices. However, from a review of the literature on the PCK construct and its use for characterising teachers’ knowledge of scientific practices, as well as from a discussion of possible interpretations that emerge from the derived construct PCK of scientific practices, this paper discusses the current complexity of PCK from an analysis of the paths that have been taken in the last few decades. From this, we (i) raise some points and questions aiming at fostering reflections on the use of the PCK construct to characterise teachers’ knowledge related to scientific practices and (ii) emphasise the need to think about alternative models for this purpose. Thus, one of the contributions of this paper is to emphasise the need for further studies aiming at characterising teaching knowledge in domains of scientific practices.
Subject:	Ciência - Estudo e ensino Ciência - Experiências Didática
language:	eng
metadata.dc.publisher.country:	Brasil
Publisher:	Universidade Federal de Minas Gerais
Publisher Initials:	UFMG
metadata.dc.publisher.department:	ICX - DEPARTAMENTO DE QUÍMICA
Rights:	Acesso Restrito
metadata.dc.identifier.doi:	https://doi.org/10.1007/s11165-019-09867-z
URI:	http://hdl.handle.net/1843/60355
Issue Date:	Oct-2021
metadata.dc.url.externa:	https://link.springer.com/article/10.1007/s11165-019-09867-z
metadata.dc.relation.ispartof:	Research in Science Education
Appears in Collections:	Artigo de Periódico

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