Conhecimento pedagógico do conteúdo nas ciências: estado da arte

José Javier Verdugo-Perona, Joan Josep Solaz-Portolés, Vicent Sanjosé-López

Resumo


Neste artigo é efetuada uma revisão descritiva da literatura sobre o Conhecimento Pedagógico do Conteúdo – CPC – em ciências e sobre a pesquisa realizada sobre o tema. Em suma, analisa-se o seguinte: a) como é definido, quais são suas principais características e a forma como o CPC foi determinado entre os professores; b) sua relação com o conhecimento da matéria a ser ensinada e a aprendizagem dos estudantes; c) como ele foi utilizado para a formação e a avaliação de professores; e d) os tópicos científicos em que o CPC tem sido estudado. Conclui-se que o CPC perfila-se como uma ferramenta fundamental para melhorar a qualidade da formação dos professores.

  

El conocimiento didáctico del contenido en ciencias: estado de la cuestión

En este artículo se lleva a cabo una revisión descriptiva de la literatura que permite dar a conocer qué es el Conocimiento Didáctico del Contenido –CDC– en ciencias y qué se ha investigado sobre el mismo. En concreto, se analiza: a) como se define, qué características tiene y cómo se ha determinado en los profesores; b) su relación con el conocimiento de la materia a enseñar y con el aprendizaje de los estudiantes; c) cómo se ha utilizado en la formación y evaluación del profesorado; y d) en qué temas científicos se ha estudiado. Se concluye que el CDC se perfila como una herramienta fundamental para mejorar la calidad de la formación del profesorado.

Profesores de Ciencias; Evaluación de Docentes; Formación de Docentes; Formador de Docentes

  

Pedagogical content knowledge in the sciences: state of the art 

This paper gives a descriptive overview of the literature related to Pedagogical Content Knowledge – PCK – in the sciences. It is expected that this review can contribute to a better understanding of PCK, pointing out what has been investigated  about this concept. Specifically, we analyze: a) how PCK is defined, what are its main features and how it has been appropriated by teachers; b) the relationship between PCK, knowledge of the contents to be taught and students learning; c) how PCK was actually used in teachers’ training and teachers’ evaluation; and, d) the scientific areas in which PCK has been studied. It concludes that PCK is an essential tool for improving the quality of teacher training.  

Science Teachers; Teacher Evaluation; Teacher Education; Teacher Educators 

 

Connaissance pédagogique du contenu en sciences: état de la question 

Cet article procède à une révision descriptive de la littérature sur la Connaissance Pédagogique du Contenu – CPC – en sciences. L’analyse porte sur: a) comment est définie la CPC, quels en sont les caractéristiques principales et comment les professeurs l´ont determinée; b) son rapport avec la maitrise des contenus et les acquis des étudiants; c) comment a été utilisée la CPC dans la formation et l’évaluation des enseignants; et d) les sujets scientifiques où la CPC a été abordée. La conclusion indique que la CPC offre un outil crucial pour améliorer la qualité de la formation des enseignants. 

Enseignants des Sciences; Évaluation de L’enseignant; Formation des Enseignants; Formateur D’enseignants

 

 

 


Palavras-chave


Professores de Ciências; Avaliação de Professores; Formação de Professores; Formador de Professores

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