Pedagogical Content Knowledge: state of the art in the field of education and teaching chemistry

Author(s)

Luciane Fernandes de Goes

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2014-06-25

Examining board members

Carmen Fernandez; Jorge Megid Neto; Maria Inês de Freitas Petrucci dos Santos Rosa

• Advisor: Carmen Fernandez

Abstract

This research is characterized as state of the art and provides a mapping of the studies that have been made on the Pedagogical Content Knowledge (PCK) during the period 1986-2013. The object of this study was the comparison and assessment of written material (articles, dissertations, thesis, books, and papers published in conference proceedings) involving PCK. For this purpose, the database ERIC (Education Resources Information Center) and SciELO (Scientific Electronic Library Online) and the ISI Web of Knowledge search tool were used. The terms used for the search were: conhecimento pedagógico do conteúdo, pedagogical content knowledge, and conocimiento didactico del contenido in the following fields - title, abstract, subject, and body text. A total of 3329 items were found and it was noted that, in general, the number of items is increasing with time, especially since 2001. Most studies (85%) present empirical results and are published as scientific articles (85%). The majority of articles are in the area of Natural Sciences and Mathematics (61%). In most cases, two or more tools for data collection are used, and though, in general, there is a preference for the use of interviews and the descriptors: observations, teacher education, analysis of documents and tests and quizzes are also worth highlighting. There is a preference to investigating the PCK of teachers in initial training (39%) and in elementary schools (62%). The same trend is also observed in Chemistry education. Also worth noting is that the United States has largely academic literature on PCK. Our data indicates the need for more theoretical studies on PCK, especially focusing on science education and experienced teachers, particularly kindergarten and high school teachers. Despite the shortcomings, the increasing number of articles leads us to believe that PCK is a fruitful model and that it has helped in the assessment of the professional knowledge of teachers. (AU)

• FAPESP's process: 12/08004-2 - Pedagogical Content Knowledge: state of the art in chemical education
• Grantee: Luciane Fernandes de Goes Bazetti
• Support Opportunities: Scholarships in Brazil - Master