Resumo

CANDELA RODRIGUEZ, Boris Fernando. The "CoRe" design: a strategy to start the identification, explicit and development of a topical PCK chemistry in initial training teachers. Rev. Fac. Cienc. Tecnol. [online]. 2016, n.40, pp.81-118. ISSN 0121-3814.

This study deals with the process through which pre-service teachers enrolled in the course Problems of Chemistry Teaching and Learning, by thoughtful guidance, begin to identify, explicit and develop the hypothetical pedagogical content knowledge (PCK) of the curriculum topic of this discipline. They must face a series of learning activities confined in the four areas of reflection proposed in the course, namely: to reflect on their own learning by means of their educational practice; to reflect on experts 'opinions about the teaching of texts proposed in the programs; and to reflect upon themselves as science learners through science activities. Thus, each of these learning activities provides them with curriculum and instructional elements for the progressive design of Content Representation (CoRe). This methodological tool collects the hypothetical PCK. The research methodology used in this study was qualitative and interpretive perspective case study, in which researchers collected data in three phases: participant observation of the learning tasks series designed sequenced and programmed by teacher trainers throughout the course; semi-structured interview to preservice teachers; survey and focus group. The data analysis follows the grounded theory and focuses on the description, conceptual planning and theorizing stages. This analytical process facilitates the production of naturalistic generalizations, such as: orientations for the teaching of science; knowledge and beliefs about science curriculum; knowledge and beliefs about instructional strategies for science teaching; knowledge and beliefs about students' understanding of a specific topic of science; knowledge and beliefs about scientific literacy assessment. Of course, the main purpose of these generalizations is the representation of the corresponding PCK. Finally, the results of this research show that the strategy underlying the training course of the study is optimal to assist preservice teachers in beginning to identify, specify and develop hypothetical PCK.

Palavras-chave : Chemistry teaching; PCK; pre-service teachers; CoRe.

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