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

Grant number: 16/14138-2
Support type:Scholarships in Brazil - Doctorate
Effective date (Start): August 01, 2016
Effective date (End): January 31, 2020
Field of knowledge:Physical Sciences and Mathematics - Chemistry
Principal Investigator:Carmen Fernandez
Grantee:Pablo Micael Araújo Castro
Home 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


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.