PCK of electrochemistry: a case study with São Paulo high school teachers

• Grant number: 16/14138-2
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: August 01, 2016
• End date: January 31, 2020
• Field of knowledge: Physical Sciences and Mathematics - Chemistry
• Principal Investigator: Carmen Fernandez
• Grantee: Pablo Micael Araújo Castro
• Host Institution: Instituto de Química (IQ). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 13/07937-8 - Redoxome - Redox Processes in Biomedicine, AP.CEPID

Abstract

Research has demonstrated that to understand the development of the Pedagogical Content Knowledge (PCK), is necessary to analyze the synergy between yours components. One developed PCK would be one in which teachers can integrate in a coherent and efficient way its components (PARK; CHEN, 2012). Among the proposed models for PCK, Mavhunga and Rollnick (2013) propose one that focuses specifically on topic to be taught, the topic-specific PCK (TSPCK), which consists of: (i) students' prior knowledge; (ii) curricular saliency; (iii) what is difficult to teach; (iv) representations; and (v) conceptual teaching strategies. The main aim of the research is to access some São Paulo chemistry teachers' TSPCK of electrochemistry, and later determining how happened the mobilization and integration between the components. We will use a explanatory sequential mixed methods project (CRESWELL, CLARK, 2013). In the first stage, we will measure the teachers' TSPCK, to stratify the teachers in groups according to the value of yours TSPCK, collecting data through the instrument developed by Ndlovu (2014), which, when analyzed, measures the TSPCK in four levels. In the second stage we will select, by convenience, teachers of different strata, and we will analyze how does the mobilization and integration between yours components. At this stage we will use: CoRe (Loughran; BERRY; Mulhall, 2012), audiovisual records and documents. The portrait and detailing of the TSPCK will be done by a content analysis (Bardin, 2011), and the integration of the components will follow the Park and Chen's methodology (2012), modified by Aydin and Boz (2013). At the end of the study, we expect to contribute to elucidate the nature of integration between the TSPCK components.

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

CASTRO, Pablo Micael Araújo. Test validation and use to evaluate São Paulo high school Chemistry teachers\' PCK of Galvanic Cells. 2022. Doctoral Thesis - Universidade de São Paulo (USP). Instituto de Física (IF/SBI) São Paulo.