New Perspectives in Science Education

Edition 13

Accepted Abstracts

Sciences Teachers who Reflect their Teaching: Developing the PCK of Evolution and Nature of Science

Paulina Bravo Gonzalez, University College London, Institute of Education (United Kingdom)

Hernán Cofre Mardones, Pontificia Universidad Católica de Valparaíso (Chile)


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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