Pedagogical content knowledge about the Nature of Science in the Undergraduate Physics Education Course

• Autor(a) principal: Silva, Boniek Venceslau da Cruz
• Data de Publicação: 2019
• 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/2175-7941.2019v36n3p735

The Pedagogical Content Knowledge (PCK) is a knowledge developed during the teacher training phase and the practice of the profession, characterizing itself as an own knowledge of the teacher. We understand that PCK can be a useful tool for understanding how teachers develop didactic strategies for discussing aspects of the Nature of Science (NOS) in the classroom. In our qualitative research, we investigate how 9 (nine) future physics teachers, students of a Brazilian public university mobilize their PCK for teaching aspects of the Nature of Science (PCK/NOS). Due to the tacit nature of the PCK, we used various forms of data collection, such as questionnaires, interviews and reflection diaries of the participant. The results show some elements that facilitated or made difficult the mobilization of PCK/NOS of the investigated group. For example, the complexity and the novelty of these themes in the training courses of physics teachers was a factor that made it difficult to produce didactic strategies for the teaching of NOS aspects, causing fears in future teachers, especially in refers to their own images before the students of basic education when they receive these new proposals. Linked to this, the lack of knowledge of the context, that is, the working locus of the teachers, since the group investigated did not present didactic experiences in the classroom itself, made it difficult to mobilize knowledge of didactic strategies for teaching aspects of NOS and the PCK/NOS. Based on the analyzes in this research, although the future teachers investigated are still in the phase of maturation of their PCK/NOS, we suggest that the initial training courses investigate how teachers in training mobilize the knowledge necessary for the teaching of metascientific contents and, consequently, their PCK/NOS. One suggestion, emerging from our research, would be the insertion of more cooperative and reflexive practices in the training of these teachers.