scholarly journals História da ciência e ensino socioculturalmente contextualizado: o que pensam os futuros professores de Ciências? (p. 119-137)

2017 ◽  
Author(s):  
Leonardo André Testoni ◽  
Hélio Elael Bonini Viana
Keyword(s):  
History Of Science ◽  
Content Knowledge ◽  
Science Teachers ◽  
Public University ◽  
Point Of View ◽  
Initial Training ◽  
Pedagogical Content ◽  
Future Science ◽  
History Of ◽  
History Of Sciences

O presente artigo busca explorar a proposta de articulação entre a inserção da história da ciência (HC) no ensino e o desenvolvimento de conhecimentos pedagógicos de conteúdo (PCK) por parte de futuros professores de Ciências em sua formação inicial. O desenvolvimento do PCK, de acordo com o modelo adotado neste artigo, busca articular as dimensões do conteúdo, pedagógicas e contextuais do tópico a ser ensinado, procurando, dessa forma, um recorte fundamentado e coerente do conhecimento a ser abordado, contextualizando-o, além de elencar estratégias pedagógicas adequadas, sempre se levando em consideração o entorno cultural contextual em que a intervenção didática será realizada. Nessa linha, a HC apresenta características peculiares que, inseridas no ambiente educacional, podem favorecer o desenvolvimento dos componentes do PCK, originando um saber mais profundo e sólido, possibilitando o desenvolvimento profissional do futuro professor de Ciências. Do ponto de vista metodológico, analisaram-se os conhecimentos de conteúdo e pedagógicos desenvolvidos por graduandos que iniciavam a licenciatura em Ciências em uma universidade pública brasileira. Por meio da análise do conteúdo produzido por eles, foi possível identificar elementos que remetem a seus PCK, quando do planejamento de aulas que utilizavam a HC.Palavras-chave: Significância dos conteúdos. História da ciência. Formação docente. Contexto cultural.AbstractThis article seeks to explore the proposal for coordination between the insertion of the History of Science in teaching and the development of Pedagogical Content Knowledge (PCK) by future science teachers in their initial training. The development of PCK, according to the model adopted in this work seeks to articulate the dimensions of content, pedagogical and contextual topic being taught, seeking thus a cut reasons and consistent knowledge to be addressed, as well as to list strategies pedagogical appropriate, always taking into account the contextual cultural environment where didactic intervention will take place. Along these lines, the History of Science (HC) has peculiar characteristics, which inserted in the educational environment, may favor the development of PCK components, resulting in a deeper knowledge and solid, enabling the professional development of future science teacher. From a methodological point of view, it was tried to analyze the knowledge and pedagogical content developed by undergraduates who started the course of Sciences in a Brazilian public university. By analyzing the content produced by them, it was possible to identify elements that refer to their PCK when planning classes that used the HC.Keywords: Significance of contents. History of Sciences. Teacher training. Cultural context.ResumenEste artículo trata de explorar la relación propuesta entre la inserción de la Historia de la Ciencia en la enseñanza y el desarrollo de contenido pedagógico del conocimiento (PCK) por futuros profesores de ciencias en su formación inicial. El desarrollo de PCK, de acuerdo con el modelo adoptado en este trabajo busca articular las dimensiones de contenido, tema pedagógico y contextual que se enseña, buscando así un corte razonada y coherente de conocimientos que deben abordarse, contextualizandose, así como a la lista de estrategias de enseñanza apropiadas, siempre teniendo en cuenta el entorno cultural del contexto en que se llevará a cabo la intervención didáctica. En esta línea, la Historia de la Ciencia (HC) tiene características únicas, que insertan en el ámbito educativo, puede favorecer el desarrollo de los componentes del PCK, lo que resulta en una más profunda y sólida, lo que permite el desarrollo profesional del futuro profesor de ciencias. Desde un punto de vista metodológico, hemos tratado de analizar el conocimiento y el contenido pedagógico desarrollado por los estudiantes que iniciaron la Licenciatura en Ciencias en una universidad pública brasileña. A través del análisis de los contenidos producidos por ellos, fue posible identificar los elementos que hacen referencia a su PCK en la planificación de lecciones que utilizaron el HC.Palabras clave: Importancia de los contenidos. Historia de la Ciencia. la formación del profesorado. contexto cultural.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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