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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Detalles Bibliográficos
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
Descripción
Sumario: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.

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