Initial Characterization of Colombian High School Physics Teachers’ Pedagogical Content Knowledge on Electric Fields
详细信息 查看全文
- 作者：Lina Viviana Melo-Niño ; Florentina Cañada ; Vicente Mellado
- 关键词：Pedagogical content knowledge ; Physics teaching and learning ; Science teachers’ professional knowledge
- 刊名：Research in Science Education
- 出版年：2017
- 出版时间：February 2017
- 年：2017
- 卷：47
- 期：1
- 页码：25-48
- 全文大小：
- 刊物类别：Humanities, Social Sciences and Law
- 刊物主题：Science Education; Education, general;
- 出版者：Springer Netherlands
- ISSN：1573-1898
- 卷排序：47
文摘
We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants’ teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school’s curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.