Conocimiento de los docentes sobre la enseñanza de las Ciencias Naturales en el nivel primario
Keywords:
Pedagogical Content Knowledge, Teacher’s knowing, Sciences Teaching, Elementary School.Abstract
In this paper, a descriptive review of the literature on the topic of teachers' knowledge about science teaching at the primary
level is presented. To this end, first, the main perspectives investigating this question were described. Mainly, a distinction was made
between the "teacher's knowledge" and "teacher's thought" perspectives. We found that the conception of teachers as reflective
professionals who produce knowledge about their practices is a common point among some authors of both perspectives. Then, the
definitions, consensus and discussions that exist around the concept of Pedagogical Content Knowledge were addressed. Finally, this
study focused on empirical researches that study the in-service elementary science teachers’ Pedagogical Content Knowledge. The
validity of the concept, the lack of consensus in its definition and the incorporation of the affective component to the studies were
evidenced.
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