ISSN 0187-893X       ISSNE 1870-8404
Miercoles, 20 de del 2014

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Guide authors of the current issue Volumen XXV, Número E1, May de 2014 Volumen XXV, Número EL, April de 2014 Volumen XXV, Número 2, April de 2014 Volumen XXV, Número 1, January de 2014
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Papers of the current issue

Sustainability Science: A scientific revolution to which Educacion Quimica wants to contribute

Andoni Garritz, Amparo Vilches, Daniel Gil Pérez

Sustainability Science aims to integrate the study of social development and natural processes to favor both of them and make possible the transition to Sustainability. This deep scientific revolution cannot be the result of just a new knowledge discipline: it must become a new paradigm that impregnates the ensemble of scientific disciplines and social activities. KEYWORDS: Sustainability Science, planetary emergency, Science-Technology-Society-Environment (STSE) relationships, transition to sustainability

CoRes and PaP-eRs as a strategy for helping beginning primary teachers develop their pedagogical content knowledge

Adam Bertram

While it is widely accepted that beginning teachers have little PCK, this paper attempts to explore whether two instruments, CoRes (Content Representations) and PaP-eRs (Pedagogical and Professional-experience Repertoires), might offer a means for articulating and portraying aspects of a beginning primary science teachers developing PCK and how this might assist in developing his PCK. This has implications for all teachers of science including those of chemistry. Over a two year longitudinal study, a beginning primary science teacher developed his own CoRe and PaP-eR, accompanied by an analysis of his thinking behind his practice. On analyses, the study concluded that CoRes and PaP-eRs can portray explicit instances of PCK for a beginning science teacher but more importantly they help to highlight, build and scaffold knowledge of teaching and learning about science in new ways that extends beyond normal beginning teacher thinking. Therefore CoRes and PaP-eRs might be of potential interest to beginning science teachers in all disciplines (including chemistry). KEYWORDS: Pedagogical Content Knowledge, teacher development, content representations (CoRes), pedagogical and professional-experience repertoires (PaP-eRs), beginning teacher

To not keep reinventing the wheel: The pedagogical knowledge in use about aromatic compounds

Andrea Soledad Farré, María Gabriela Lorenzo

Aromatic compounds pedagogical knowledge was documented. Discourse analysis was chosen as methodological strategy in order to the study pedagogical content knowledge (PCK) in use in classroom situation by university organic chemistry teachers. The results showed that for this group of teachers teaching reaction mechanism was more important than teaching aromaticity concept. They therefore spent more time, used more communication strategies, and employed different teaching theories in use. So, the discourse analysis proved to be a powerful tool to investigate the PCK in use that allows you to learn more about classroom practices. KEYWORDS: Pedagogical Content Knowledge, Benzene, Reaction Mechanism, College Teaching, Discourse Analysis.

Novice Chemistry teachers and the development of PCK of oxidation-reduction: influence of initial training

Leila I. F. Freire, Carmen Fernandez

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The PCK, a scenario of theoretical diversity: Concepts and unifying experiences on teaching contents in chemistry

Diana Lineth Parga-Lozano, William Manuel Mora-Penagos

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Specific Pedagogical Content Reasoning

Vicente Talanquer

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The Pedagogical Content Knowledge and Beliefs of Newly Hired Secondary Science Teachers: The First Three Years

Julie A. Luft, Chunlei Zhang

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