<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142021000100199</article-id>
<article-id pub-id-type="doi">10.17227/ted.num49-10000</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La sensibilidad ética y el conocimiento didáctico del contenido de los profesores de ciencias experimentales]]></article-title>
<article-title xml:lang="en"><![CDATA[The Ethical Sensitivity and the Pedagogical Content Knowledge of Experimental Science Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[A sensibilidade ética e conhecimento didático do conteúdo de professores de ciências experimentais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cambra Badii]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lorenzo]]></surname>
<given-names><![CDATA[María Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de Vic  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<numero>49</numero>
<fpage>199</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142021000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142021000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142021000100199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los constantes avances en ciencia y tecnología plantean una necesidad permanente de revisión y formación de profesores en servicio. Dentro de estas actualizaciones se debe prestar especial atención no solo a las innovaciones pedagógicas en términos de contenidos y herramientas, sino también a la sensibilidad ética; es decir, la evaluación moral de las acciones y cómo estas afectan a uno mismo y a otros. A fin de contribuir con este enfoque, se presentan los resultados de una investigación realizada desde un marco interdisciplinar que combina los modelos del Conocimiento Didáctico del Contenido (CDC), los aportes de la naturaleza de la ciencia y la interrogación sobre aspectos éticos de la enseñanza. Así, se implementó una secuencia didáctica con un grupo de profesores de ciencias argentinos en un curso de formación de posgrado empleando un recurso audiovisual para el análisis de una clase de matemáticas; las respuestas a un cuestionario se evaluaron empleando el análisis de contenido y la aplicación del test de sensibilidad ética (REST). Los resultados mostraron la capacidad de los docentes para reconocer y reflexionar sobre aspectos pedagógicos de las prácticas educativas, mientras las cuestiones éticas permanecieron en un nivel más superficial. En ese sentido, la menor importancia brindada a las cuestiones éticas alerta sobre la necesidad de la incorporación del conocimiento ético como un nuevo componente del CDC y, por ende, la formación explícita del cuerpo docente en dichos aspectos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The constant advances in science and technology pose a persistent need for revision and training of teachers in service. Within these updates, special attention should be paid not only to pedagogical innovations in terms of content and tools, but also to ethical sensitivity, that is, the moral evaluation of actions and how they affect oneself and others. To contribute with this approach, we present the results of a research carried out from an interdisciplinary framework that combines the models of the Pedagogical Knowledge of Content (PCK), the contributions of the Nature of Science and the interrogation on ethical aspects of teaching. A didactic sequence was implemented with a group of Argentine science teachers in a postgraduate training course using an audiovisual format for the analysis of a mathematics class. The responses to a questionnaire were evaluated using content analysis and the application of the ethical sensitivity test (REST). The results showed the ability of teachers to recognize and reflect on pedagogical aspects of educational practices, while ethical issues remained at a more superficial level. The minor importance given to ethical issues alerts us to the need for the incorporation of ethical knowledge as a new component of the CDC, and therefore, the need of teacher training in these aspects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os constantes avanços em ciência e tecnologia impõem uma necessidade permanente de revisão e capacitação de professores em serviço. Dentro destas atualizações, atenção especial deve ser dada não apenas às inovações pedagógicas em termos de conteúdo e ferramentas, mas também à sensibilidade ética; -ou seja, a avaliação moral das ações e como elas afetam a si mesmo e aos outros. Para contribuir com esta abordagem, apresentamos os resultados de uma pesquisa realizada a partir de um quadro interdisciplinar que combina os modelos do Conhecimento Didático do Conteúdo (CDC), as contribuições da natureza da ciência e a interrogação sobre os aspectos éticos do ensino. Uma sequência didática foi implementada com um grupo de professores de ciências argentinas em um curso de pós-graduação utilizando um recurso audiovisual para a análise de uma aula de matemática. As respostas a um questionário foram avaliadas por meio da análise de conteúdo e da aplicação do teste de sensibilidade ética (REST). Os resultados mostraram a capacidade de os professores reconhecerem e refletirem sobre os aspectos pedagógicos das práticas educacionais, enquanto as questões éticas permaneceram em um nível mais superficial. A menor importância dada a questões éticas nos alerta para a necessidade da incorporação do conhecimento ético como um novo componente do CDC e, portanto, a formação explícita da faculdade nesses aspectos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ética]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[investigación pedagógica]]></kwd>
<kwd lng="es"><![CDATA[material audiovisual]]></kwd>
<kwd lng="es"><![CDATA[responsabilidad del docente]]></kwd>
<kwd lng="en"><![CDATA[audiovisual materials]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[ethics]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teacher responsibility]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[material audiovisual]]></kwd>
<kwd lng="pt"><![CDATA[ética]]></kwd>
<kwd lng="pt"><![CDATA[responsabilidade do professor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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