A proposal for the evaluation of the development of the physics teachers’ pedagogical content knowledge about the Nature of Science theme

• Autor(a) principal: Silva, Boniek Venceslau da Cruz
• Data de Publicação: 2018
• Outros Autores: Martins, André Ferrer P.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2018v35n2p389

The pedagogical content knowledge (PCK) known as the specific knowledge of the teacher, it is a knowledge who differentiated him from a specialist in his area. It becomes as a result of teaching experiences of topics or contents of your discipline. The PCK has been used as a research model of teachers' thinking and as a subsidy for the construction of initial and continuing training curriculum. This work proposes a model for the evaluation of the development of the pedagogical content knowledge, referring to the Nature of Science theme, in the initial formation of Physics teachers (PCK/NOS). In our model, we desire to incorporate the criticisms recurring to the previous proposals of PCK models, for example, the exclusion of non-cognitive factors and the lack of relations between the knowledge that gives forms to the PCK. It emerges as a tool for analyzing and understanding the knowledge, difficulties and beliefs surrounding the future teacher of Science/Physics during the process of creation, application and evaluation of didactic strategies aimed at the teaching of meta-scientific contents. At the finally, we desire with the our proposition to assess of the development of the PCK/NOS, but we do not propose a final and definitive answer to the question of how to teach meta-scientific content; so we desire to understand the knowledge, difficulties and dilemmas that surround future physics teachers who are proposing to this task and how they contribute to the development of the PCK/NOS.