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Análisis Estructural del conocimiento didáctico del contenido científico escolar en futuros maestros de primaria

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Análisis Estructural del conocimiento didáctico del contenido científico escolar en futuros maestros de primaria

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dc.contributor.author Verdugo Perona, José Javier
dc.contributor.author Olmos, Ricardo
dc.contributor.author Solaz Portolés, Joan Josep
dc.contributor.author Sanjosé López, Vicente
dc.date.accessioned 2018-02-27T15:54:57Z
dc.date.available 2018-02-27T15:54:57Z
dc.date.issued 2017
dc.identifier.citation Verdugo Perona, José Javier Olmos, Ricardo Solaz Portolés,Joan Josep Sanjosé, Vicente 2017 Análisis Estructural del conocimiento didáctico del contenido científico escolar en futuros maestros de primaria Interciencia 42 7 446 450
dc.identifier.uri http://hdl.handle.net/10550/64956
dc.description.abstract Pedagogical Content Knowledge (PCK) in science is the specific professional knowledge of a teacher, which characterizes and differentiates this type of professional from other science-based professionals. Recent research at an international level shows certain diversity in its definition by experts and also in their suggested composition. This diversity has generated a multiplicity of instruments for assessing PCK. It seems convenient to explore whether or not this variety of proposals hides a convergent underlying and steady structure. If this conceptual structure existed, it could be revealed in empirical studies, confirming or rejecting experts' criteria. As the construct of PCK is so complex, simplified situations should be considered first. Therefore, the present study analyses the possible underlying structure of PCK in elementary science shown by primary school teachers prior to acquiring professional expertise. Two independent studies were conducted in different years with pre-service primary school teachers. PCK in elementary science was assessed with CoRe, an instrument used in many international studies. Results show a steady bi-factorial structure grouping 'instructional analysis' (factor 1) and 'instructional action' (factor 2) components. Between-component relationships were conceptually analogous to those observed in previous empirical studies.
dc.relation.ispartof Interciencia, 2017, vol. 42, num. 7, p. 446-450
dc.subject Ciència Ensenyament
dc.subject Professors Formació
dc.title Análisis Estructural del conocimiento didáctico del contenido científico escolar en futuros maestros de primaria
dc.type journal article es_ES
dc.date.updated 2018-02-27T15:54:57Z
dc.identifier.idgrec 123635
dc.rights.accessRights open access es_ES

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