Conocimiento de los docentes sobre la enseñanza de las Ciencias Naturales en el nivel primario
In this paper, a descriptive review of the literature on the topic of teachers' knowledge about science teaching at the primarylevel is presented. To this end, first, the main perspectives investigating this question were described. Mainly, a distinction was madebetween the &quot...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Ciencias Exactas, Físicas y Naturales
2020
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/FCEFyN/article/view/27642 |
| Aporte de: |
| Sumario: | In this paper, a descriptive review of the literature on the topic of teachers' knowledge about science teaching at the primarylevel is presented. To this end, first, the main perspectives investigating this question were described. Mainly, a distinction was madebetween the "teacher's knowledge" and "teacher's thought" perspectives. We found that the conception of teachers as reflectiveprofessionals who produce knowledge about their practices is a common point among some authors of both perspectives. Then, thedefinitions, consensus and discussions that exist around the concept of Pedagogical Content Knowledge were addressed. Finally, thisstudy focused on empirical researches that study the in-service elementary science teachers’ Pedagogical Content Knowledge. Thevalidity of the concept, the lack of consensus in its definition and the incorporation of the affective component to the studies wereevidenced. |
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