New Perspectives in Science Education

Changing the teaching practice is a complex task for science teachers, especially if they are not aware about their Pedagogical Content Knowledge. This knowledge described by Shulman (1986) is one of the most difficult to represent and understand by teachers. Accordingly, this research explores the modification in the Pedagogical Content Knowledge (PCK) specifically of Evolution and Nature of Science (NoS) by two biology teachers who participated in a professional development experience with a following up in the classroom. The entire programme was held during 6 months with different activities such as revisit concepts, joint planning, and delivery of a planned lesson. After the experience, Teacher's lessons were video recorded and analysed to identify strategies, activities and conditions, related to the learning of the students about Evolution and NoS. 

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