Descripción del conocimiento pedagógico del contenido de la argumentación en docentes que enseñan ciencias naturales en educación pública en Chile

Translated title of the contribution: Description of Chile primary science teachers’ pedagogical content knowledge of argumentation

Antonia Larrain, Marisol Gómez, Maribel Calderón, Gabriel Fortes, Francisca Ramírez, Valentina Guzmán, Hernán Cofré

Research output: Contribution to journalArticlepeer-review

Abstract

Science teaching has been called to contribute to citizenship insofar as it requires scientific competencies such as articulating theory and evidence, and the critical evaluation of different points of view. To promote argumentation in science teaching is key but not simple and requires teachers’ pedagogical content knowledge (PCK) of argumentation. International literature has reported low PCK of argumentation in science teachers, but we scarcely know about this in Spanish speaking countries. This paper reports a study aimed at describing the PCK of argumentation on 10 primary science teachers in Chile. Lessons were video recorded, and interviews were conducted. Results show low PCK of argumentation overall, and declarative PCK does not necessarily relates with procedimental PCK. Moreover, different configurations of the dimensions of PCK of argumentation were observed, suggesting that there is not one possible learning progression, but different ones. Educational and scientific implications are discussed.

Translated title of the contributionDescription of Chile primary science teachers’ pedagogical content knowledge of argumentation
Original languageSpanish
Article number1602
JournalRevista Eureka
Volume19
Issue number1
DOIs
StatePublished - Jan 2022
Externally publishedYes

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