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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/60355
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dc.creatorStefannie de Sá Ibraimpt_BR
dc.creatorRosária da Silva Justipt_BR
dc.date.accessioned2023-10-31T17:41:59Z-
dc.date.available2023-10-31T17:41:59Z-
dc.date.issued2021-10-
dc.citation.volume51pt_BR
dc.citation.issueSuplemento 2pt_BR
dc.citation.spage699pt_BR
dc.citation.epage724pt_BR
dc.identifier.doihttps://doi.org/10.1007/s11165-019-09867-zpt_BR
dc.identifier.issn1573-1898pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/60355-
dc.description.resumoSome 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.pt_BR
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológicopt_BR
dc.description.sponsorshipCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentICX - DEPARTAMENTO DE QUÍMICApt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofResearch in Science Educationpt_BR
dc.rightsAcesso Restritopt_BR
dc.subjectTeachers’ knowledgept_BR
dc.subjectPCKpt_BR
dc.subjectScientific practicespt_BR
dc.subject.otherCiência - Estudo e ensinopt_BR
dc.subject.otherCiência - Experiênciaspt_BR
dc.subject.otherDidáticapt_BR
dc.titleDiscussing paths trodden by PCK: an invitation to reflectionpt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://link.springer.com/article/10.1007/s11165-019-09867-zpt_BR
dc.identifier.orcidhttp://orcid.org/0000-0001-5724-993Xpt_BR
dc.identifier.orcidhttp://orcid.org/0000-0001-6535-5046pt_BR
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