The disconnection of chemical knowledge with pedagogical knowledge for Chemistry teaching

• Autor(a) principal: Soares, Susel Tais
• Data de Publicação: 2021
• Outros Autores: Marques, Marcela, Carbo, Leandro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/21743
• topic: MTSK; Enseñanza de la Química; Conocimientos químicos; CTSK.; MTSK; Ensino de Química; Conhecimento químico; CTSK.; MTSK; Chemistry teaching; Chemistry knowledge; CTSK.

Literature points out the lack of pedagogical knowledge on the part of teachers who have good mastery of the content as one of the major problems in teaching Chemistry. However, the approach to this aspect is mainly based on personal impressions of the research actors. In order for a research to confirm in a more empirical way this disconnection between the content and the didactics in the teaching of Chemistry, it is necessary that the knowledge mobilized during the teaching practice is evidenced, described and identified as Chemistry or Pedagogical knowledge. Thus, the objective of this research was to investigate the hypothesis presented in the literature about the disconnection of Chemistry Knowledge from Pedagogical Content Knowledge, through the application of the Chemistry Teacher’s Specialized Knowledge of model, analyzing teaching episodes, followed by mathematical treatment of the data. As pointed out in the literature, such a disconnect between knowledge was proven through the significant discrepancy between this knowledge evidenced in episodes of teaching chemistry.