<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-0011</journal-id>
<journal-title><![CDATA[Revista de la Facultad de Medicina]]></journal-title>
<abbrev-journal-title><![CDATA[rev.fac.med.]]></abbrev-journal-title>
<issn>0120-0011</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-00112017000400589</article-id>
<article-id pub-id-type="doi">10.15446/revfacmed.v65n4.58650</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento pedagógico de contenido en docentes de fisiología]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical content knowledge (PCK) in physiology professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa-Bautista]]></surname>
<given-names><![CDATA[Jorge Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Rosario  ]]></institution>
<addr-line><![CDATA[Bogotá D.C ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Rosario  ]]></institution>
<addr-line><![CDATA[Bogotá D.C ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>65</volume>
<numero>4</numero>
<fpage>589</fpage>
<lpage>594</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-00112017000400589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-00112017000400589&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-00112017000400589&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. El conocimiento pedagógico de contenido (CPC) es un saber especializado resultado de la práctica y la experiencia del docente en el aula. Se requiere avanzar en la comprensión del conocimiento pedagógico del docente universitario que enseña fisiología humana.  Objetivo. Explorar los tipos de contenidos, el conocimiento de los estudiantes, las estrategias y representaciones didácticas, la evaluación y las orientaciones pedagógicas utilizadas por docentes universitarios que enseñan contenidos sobre la fisiología del sistema respiratorio.  Materiales y métodos. Estudio múltiple de caso realizado en cuatro docentes de fisiología pertenecientes a un programa de medicina. Se aplicó el cuestionario de representaciones de contenido de manera autodiligenciada, se realizaron videograbaciones de las clases de fisiología del sistema respiratorio y se empleó el protocolo de registro de evidencia del CPC.  Resultados. La población estuvo conformada por cuatro sujetos, dos docentes expertos y dos novatos. Se caracterizó la forma en que entienden los procesos de aprendizaje de los estudiantes, el conocimiento que tienen sobre las estrategias y representaciones que utilizan y el conocimiento sobre los distintos enfoques de evaluación del aprendizaje. Cada docente evidenció visión y propósitos de enseñanza diferentes.  Conclusiones. El estudio de los componentes del CPC es necesario para visibilizar la pedagogía y la didáctica del docente que enseña fisiología humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Pedagogical content knowledge (PCK) refers to specialized knowledge resulting from the practice and experience of the teacher in the classroom. It is necessary to make progress in the understanding of the pedagogical knowledge of the university professor who teaches human physiology.  Objective: To explore the types of contents, knowledge of the students, teaching strategies and representations, assessment and pedagogical guidelines used by university professors who teach physiology of the respiratory system.  Materials and methods: Multiple case study conducted in four physiology professors of a medical program. A self-directed content representation questionnaire was applied, physiology classes related to the respiratory system were videotaped, and a record of evidence protocol for PCK was used.  Results: The population consisted of four subjects: two expert and two novice professors. The way in which they understood the learning processes of the students, the knowledge they have about the strategies and representations they use and about the different approaches to evaluate learning were characterized. Each professor showed a different vision and teaching purpose.  Conclusions: Studying PCK components is necessary to make visible the pedagogy and didactics used by professors who teach human physiology.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Docentes médicos]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Fisiología (DeCS)]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Physiology]]></kwd>
</kwd-group>
</article-meta>
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