Conocimiento didáctico del contenido para la enseñanza de la naturaleza de la ciencia (II): una perspectiva

Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 04/2009; 6(2):164-189.
Source: DOAJ

ABSTRACT Nature of science (NOS) is a critical content in recent science education reform efforts of several countries worldwide. In this paper, second part of the study, we show a view of the Pedagogical Content Knowledge (PCK) for NOS teaching. The major constraints that impede or inhibit to implementing NOS in science teaching are also discussed, and we interpret it through a PCK integrative model for NOS teaching.

El conocimiento de la naturaleza de la ciencia (NdC) se considera un contenido claveen las recientes reformas de la enseñanza de las ciencias implantadas en diversospaíses del mundo. En este artículo, segunda parte del estudio, se muestra unaperspectiva del Conocimiento Didáctico del Contenido (CDC) para la enseñanza de laNdC. También se discuten algunos de los principales factores que impiden o dificultanla puesta en práctica de la NdC en la enseñanza de las ciencias y se interpretanmediante un modelo integrador del CDC.


Available from: José Antonio Acevedo-Díaz, Mar 13, 2014
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    ABSTRACT: The teacher training for effective implementation of teaching of the nature of science (NOS) is a key issue in the current science education. In this paper, we expose the main components of Pedagogical Content Knowledge (PCK) for NOS, as knowledge base that a professor of science has to get in their professional development. We propose an integrative PCK-NOS model, several contexts to display the NOS in the classroom, and the use of an explicit & reflective approach. The science teachers training must pay attention to the pointed aspects, and the science education should investigate them. La formación del profesorado para la implementación de una enseñanza de la naturaleza de la ciencia (NdC) con calidad es un aspecto clave de la didáctica de las ciencias actual. En este artículo, se exponen los componentes principales del Conocimiento Didáctico del Contenido (CDC) para la enseñanza de la NdC, como el conocimiento base que debe conseguir un profesor de ciencias en su desarrollo profesional. Se proponen un modelo integrador del CDC-NdC, varios contextos para presentar la NdC en el aula y el uso de un enfoque explícito y reflexivo. La formación del profesorado de ciencias debe prestar atención a los aspectos indicados y la didáctica de la ciencia investigarlos.