Abstract

MELO-NINO, Lina Viviana; BUITRAGO, Andrés; CANADA, Florentina  and  MELLADO, Vicente. Pedagogical Content Knowledge on Electric Force Teaching in High School: A Case Studyz. Rev. Fac. Cienc. Tecnol. [online]. 2016, n.39, pp.52-80. ISSN 0121-3814.

This study analyzes the characterization of pedagogical content knowledge (PCK) by a Colombian high-school physics teacher about electric force, before and after a reflection-based intervention program. The coding scheme was: orientations to science teaching; knowledge of the curriculum; knowledge of pupils' understanding of science; knowledge of representations and instructional strategies, and knowledge of evaluation. The results show that during the two years, there are disagreements between ideas teacher about teaching and learning of physics, and knowledge of the curriculum and knowledge of evaluation on electric force, which influence the knowledge of representations and instructional strategies. As result, his teaching shows a more teacher-centered teaching, which does not consider reflections teacher does on the needs and difficulties of his students on the learning of the electric force.

Keywords : Pedagogical content knowledge; teaching of electric force; physics' teachers training.

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