Resumen

SALICA, Marcelo; ALMIRON, Mirian  y  PORRO, Silvia. Models of Didactic Knowledge of Scientific and Technological Content in Chemistry and Physics Teachers. Rev. Fac. Cienc. Tecnol. [online]. 2020, n.48, pp.127-141.  Epub 04-Mayo-2021. ISSN 0121-3814.  https://doi.org/10.17227/ted.num48-12384.

This article describes a research that aimed to understand the interaction between disciplinary knowledge and technological knowledge based on the nature of science and technology, of a group of practicing and future teachers in chemistry and physics. It focuses on the development of the Pedagogical Content Knowledge (RCK) and Technological Pedagogical Content Knowledge (TPACK), with a holistic approach, during the design of teaching and learning sequences, based on the person-computer interaction. The research consists of a case study with a, qualitative and quantitative approach. The results indicate that the didactic training model fosters energizes the connections between disciplinary and technological knowledge, favors certain processes of changes and permanence that guide the models of didactic knowledge of the content (RCK): technological-disciplinary. This promotes in the teaching staff a criterion of coherence for the design of possible didactic scenarios of ICT curricular integration.

Palabras clave : Models of didactic knowledge of content; Science and Technology; teaching training of teachers.

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