Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica

A case study of a Secondary School physics teacher is presented, focused on the analysis of Pedagogical Content Knowledge (PCK) on Ohm’s Law. From the reflection with a declarative nature, the bases of professional knowledge, teaching strategies and personal PCK are described, within the framework o...

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Autores principales: López Gamboa, Marco Vinicio, Retana Alvarado, Diego Armando
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2021
Materias:
Pedagogical Content Knowledge
Case study
Ohm’s Law
Hypothesis of the complexity
Teaching strategies
Conocimiento didáctico del contenido
Estudio de caso
Ley de Ohm
Hipótesis de la complejidad
Estrategias de enseñanza
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35270
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-35270
record_format ojs
spelling I10-R316-article-352702023-09-12T17:01:49Z Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica Conocimiento Didáctico del Contenido sobre la Ley de Ohm: estudio de caso de una profesora de física de enseñanza secundaria en Costa Rica López Gamboa, Marco Vinicio Retana Alvarado, Diego Armando Pedagogical Content Knowledge Case study Ohm’s Law Hypothesis of the complexity Teaching strategies Conocimiento didáctico del contenido Estudio de caso Ley de Ohm Hipótesis de la complejidad Estrategias de enseñanza A case study of a Secondary School physics teacher is presented, focused on the analysis of Pedagogical Content Knowledge (PCK) on Ohm’s Law. From the reflection with a declarative nature, the bases of professional knowledge, teaching strategies and personal PCK are described, within the framework of the theoretical model that includes PCK (Gess-Newsome, 2015), consistent with the so-called Hypothesis of the Complexity. As a first-order instrument, a semi-structured interview was used. The content analysis focused on the Bases of Professional Knowledge of the Teacher and the results allow us to recognize that the teacher’s CDC assumes a transformative character that transcends the classroom, overcoming obstacles of a curricular and contextual nature. Se presenta un estudio de caso de una profesora de física de enseñanza secundaria, centrado en el análisis del conocimiento didáctico del contenido (CDC) sobre la Ley de Ohm. A partir de la reflexión con carácter declarativo, se describen las bases del conocimiento profesional, las estrategias de enseñanza y el CDC personal, en el marco del modelo teórico que incluye CDC (Gess-Newsome, 2015), coherente con la denominada hipótesis de la complejidad. Como instrumento de primer orden se utilizó una entrevista semiestructurada. El análisis del contenido se centró en las bases del conocimiento profesional y los resultados permiten reconocer que el CDC de la profesora asume un carácter transformador que trasciende el aula, superando obstáculos de naturaleza curricular y contextual. Asociación de Profesores de Física de la Argentina 2021-11-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35270 10.55767/2451.6007.v33.n2.35270 Journal of Physics Teaching; Vol. 33 No. 2 (2021): July - December; 309-316 Revista de Enseñanza de la Física; Vol. 33 Núm. 2 (2021): Julio - Diciembre; 309-316 Revista de Enseñanza de la Física; v. 33 n. 2 (2021): Julho - Dezembro; 309-316 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35270/35408 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35270/35409 Derechos de autor 2021 Marco Vinicio López Gamboa, Diego Armando Retana Alvarado http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Pedagogical Content Knowledge
Case study
Ohm’s Law
Hypothesis of the complexity
Teaching strategies
Conocimiento didáctico del contenido
Estudio de caso
Ley de Ohm
Hipótesis de la complejidad
Estrategias de enseñanza
spellingShingle Pedagogical Content Knowledge
Case study
Ohm’s Law
Hypothesis of the complexity
Teaching strategies
Conocimiento didáctico del contenido
Estudio de caso
Ley de Ohm
Hipótesis de la complejidad
Estrategias de enseñanza
López Gamboa, Marco Vinicio
Retana Alvarado, Diego Armando
Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica
topic_facet Pedagogical Content Knowledge
Case study
Ohm’s Law
Hypothesis of the complexity
Teaching strategies
Conocimiento didáctico del contenido
Estudio de caso
Ley de Ohm
Hipótesis de la complejidad
Estrategias de enseñanza
author López Gamboa, Marco Vinicio
Retana Alvarado, Diego Armando
author_facet López Gamboa, Marco Vinicio
Retana Alvarado, Diego Armando
author_sort López Gamboa, Marco Vinicio
title Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica
title_short Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica
title_full Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica
title_fullStr Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica
title_full_unstemmed Pedagogical Content Knowledge on Ohm’s Law: case study of a Secondary School physics teacher in Costa Rica
title_sort pedagogical content knowledge on ohm’s law: case study of a secondary school physics teacher in costa rica
description A case study of a Secondary School physics teacher is presented, focused on the analysis of Pedagogical Content Knowledge (PCK) on Ohm’s Law. From the reflection with a declarative nature, the bases of professional knowledge, teaching strategies and personal PCK are described, within the framework of the theoretical model that includes PCK (Gess-Newsome, 2015), consistent with the so-called Hypothesis of the Complexity. As a first-order instrument, a semi-structured interview was used. The content analysis focused on the Bases of Professional Knowledge of the Teacher and the results allow us to recognize that the teacher’s CDC assumes a transformative character that transcends the classroom, overcoming obstacles of a curricular and contextual nature.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2021
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35270
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AT lopezgamboamarcovinicio conocimientodidacticodelcontenidosobrelaleydeohmestudiodecasodeunaprofesoradefisicadeensenanzasecundariaencostarica
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first_indexed 2024-09-03T20:40:12Z
last_indexed 2024-09-03T20:40:12Z
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