Discussing paths trodden by PCK: an invitation to reflection

Stefannie de Sá Ibraim; Rosária da Silva Justi

Use este identificador para citar ou linkar para este item: http://hdl.handle.net/1843/60355

Tipo:	Artigo de Periódico
Título:	Discussing paths trodden by PCK: an invitation to reflection
Autor(es):	Stefannie de Sá Ibraim Rosária da Silva Justi
Resumo:	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.
Assunto:	Ciência - Estudo e ensino Ciência - Experiências Didática
Idioma:	eng
País:	Brasil
Editor:	Universidade Federal de Minas Gerais
Sigla da Instituição:	UFMG
Departamento:	ICX - DEPARTAMENTO DE QUÍMICA
Tipo de Acesso:	Acesso Restrito
Identificador DOI:	https://doi.org/10.1007/s11165-019-09867-z
URI:	http://hdl.handle.net/1843/60355
Data do documento:	Out-2021
metadata.dc.url.externa:	https://link.springer.com/article/10.1007/s11165-019-09867-z
metadata.dc.relation.ispartof:	Research in Science Education
Aparece nas coleções:	Artigo de Periódico

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