Redox reactions: a proposal to develop the Pedagogical Content Knowledge

Author(s)

Luciane Fernandes de Goes

• Document type: Doctoral Thesis
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2018-12-18

Examining board members

Carmen Fernandez; Silvia Maria Leite Agostinho; Maria Eunice Ribeiro Marcondes; Maria Inês de Freitas Petrucci dos Santos Rosa; Luciana Passos Sá

• Advisor: Carmen Fernandez

Abstract

The redox reactions content has been identified as one of the most difficult topics for chemistry students and teachers, and it is of fundamental importance to the development of chemistry teachers\' pedagogical content knowledge (PCK). This study investigated the impact of a continuous professional development (CPD) course on the development of chemistry teachers\' PCK of redox reactions. Firstly, a literature review was made in order to map how the redox content has been approached and the limitations associated with its teaching. Secondly, high school chemistry textbooks were analyzed to investigate how they address this content and then, difficulties of high school teachers\' teaching this content were investigated. In addition, a CPD course that includes the content of redox reactions was investigated. After completing these steps, a CPD course was designed to develop chemistry teachers\' PCK of redox reactions. During the course, teachers were observed and their activities were analyzed. The data were collected based on the responses to the CoRe (Content Representation) instrument and other questionnaires related to redox reactions, lesson plans, vignettes and audiovisual records. Data were analyzed in terms of teaching strategies, curricular materials, assessment methods and students\' difficulties. For the data analyzing, it was used the qualitative thematic analysis based on the five PCK components proposed by Park and Oliver. The results showed that the teachers that participated in the CPD course, were able to develop the components at different levels independently and their knowledge of the teaching strategies has the most prominent improvement. In addition, evidence of the integration of PCK components was observed. (AU)

• FAPESP's process: 14/14356-4 - Redox reactions: a proposal to develop the pedagogical content knowledge
• Grantee: Luciane Fernandes de Goes Bazetti
• Support Opportunities: Scholarships in Brazil - Doctorate