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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

REVISITING THE KNOWLEDGE BASE AND SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE

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Author(s):
Carmen Fernandez
Total Authors: 1
Document type: Journal article
Source: Ens. Pesqui. Educ. Ciênc. (Belo Horizonte); v. 17, n. 2, p. 500-528, Ago. 2015.
Abstract

The literature, especially in science teaching has appointed a professional knowledge base for teaching, which defines and characterise the teaching profession. Among these, the Pedagogical Content Knowledge (PCK) represents the knowledge that teachers use in the educational process and distinguishes a teacher of a given discipline from an expert of that discipline and has been considered a fruitful model for research on science teachers and for support curricula and proposals for initial and continuing training. On the other hand, there is little literature in Portuguese and, judging its importance in the international scene and the problems with translations of some terms, an overview of the literature on science education presenting the components of the knowledge base and PCK, the models set for its access and its documentation is justified. The paper also presents a critical analysis of the proposed models. (AU)

FAPESP's process: 13/07937-8 - Redoxome - Redox Processes in Biomedicine
Grantee:Ohara Augusto
Support type: Research Grants - Research, Innovation and Dissemination Centers - RIDC