Applying the model of science knowledge for teaching about cell: an instrumental case study

dc.creator	Carla Susana Santos
dc.creator	Rute Monteiro
dc.date	2012-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:57:43Z
dc.date.available	2015-07-20T22:57:43Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/a3d9bea124ff48fca672908c3f56376b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23908
dc.description	This research results from an Instrumental Case Study, based on the Professional Knowledge (PK) Model, defined by Ball et al. (2008, 2009) for the area of Math. The Ball Modelserved as the basis for building the Model of Content Knowledge for ScienceTeaching, which was used to evaluate the teaching practice of two teachers of Natural Sciences and Mathematics. The study seeks to understand, analyze and discuss the knowledge shown by teachers when dealing with the teaching unit “Cell: unity in the constitution of Living Beings”. Thus, we intend to identify the knowledge enabled teachers when teaching contentsassociated with cells in the classroom and understand how and why such knowledge is present or absent. To analyze the information emerging in the classroom, we use the Modeling Instrument of Monteiro et al. (2008, 2009), which allows the transcriptionof classes, line by line, splitting it into episodes and subepisodes. This division facilitates the identification of the dimensions of teacher's knowledge, according to the Model Knowledge for Science Teaching. As a result, it is clear that the most active knowledge is the Common Content Knowledge (CCK). Finally, the implication of the study for teachers is the awareness about professional knowledge (PK), and pedagogical content knowledge (PCK), the relationships between them, the Model Knowledge for Teaching Science and reflection in the process of teaching.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID304/v17_n2_a2012.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 17, Iss 2, Pp 529-543 (2012)
dc.subject	teaching model
dc.subject	science teaching
dc.subject	teacher training
dc.subject	cell
dc.subject	instrumental case study
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Applying the model of science knowledge for teaching about cell: an instrumental case study
dc.type	article