Artículos de Revistas

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https://repositorio.uft.cl/handle/20.500.12254/2388

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Examinando Artículos de Revistas por Autor "Becerra, Beatriz"

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    A map of collective pedagogical content knowledge as a basis for studying the development of biology teachers’ personal PCK of evolution
    (Routledge, 2024-08-02) Vergara, Claudia; Bassaber, Arlette; Núñez Nieto, Paola; Becerra, Beatriz; Hurtado, Harold; Santibáñez Gómez, David; Cofré, Hernán
    In the past few decades, a large body of research has been conducted on pedagogical content knowledge (PCK), but further empirical and theoretical studies are needed to enhance our understanding of PCK development. This study aimed to describe the development of PCK of evolution in a group of biology teachers using a modified version of the refined consensus model (Mixed Model), including the five components of PCK from the model elaborated by Magnusson et al. (1999). The qualitative research design involved multiple study cases, including semi- structured interviews and lesson plan meetings. A collective PCK (cPCK) map was generated via content representation interviews with six expert biology teachers and scholars. The ideas expressed by three or more experts were then included in the cPCK map, which was used to assess the personal PCK (pPCK) development of a different group of seven biology schoolteachers using three traits: map area, map shape, and the identity of the concepts included in the map. The findings show that the development of teachers’ pPCK was mainly due to the increase in the map area resulting from the inclusion of new concepts belonging to knowledge of students learning and to the knowledge associated with strategies.
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    Developing an Instrument to Assess Pedagogical Content Knowledge for Evolution
    (Springer Nature, 2022-02-18) Becerra, Beatriz; Núñez, Paola; Vergara, Claudia; Santibáñez Gómez, David; Krüger, Dirk; Cofré, Hernán
    Despite the importance of evolution to understand biology, there is signifcant evidence that many biology teachers have difculties to successfully teach this topic. The purpose of this study is to describe procedures by which a paper-and-pencil instrument to assess teachers’ pedagogical content knowledge for evolution (PCKevo) was developed and validated. The instrument was created to measure the components proposed in the model of Magnusson et al. (1999), except for the orientations. The creation of the questionnaire was carried out through eleven steps: (1) conceptualization, (2–4) creation of items and rubric reviewed by experts (focus on content and construct validity), (5–7) piloting a 32-item questionnaire to 10 biology teachers (focus on face and construct validity and reliability), (8–10) piloting a 16-item questionnaire to 61 biology teachers (focus on discriminant and construct validity and reliability), (11) application of a diferent instrument (CoRe interview) to four teachers (focus on criterion validity). The fnal version of the questionnaire (which includes three PCK components) showed in a Rasch analysis for the reliability of the items (α=0.90) and persons (α=0.81) adequate values. When applying the fnal version of the questionnaire, there is also evidence of discriminant validity (diferences between two groups of teachers with or without professional development in evolution education). The contributions of the PCKevo instrument for research topics and evolution teaching are discussed.
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    Tendencias de investigación en la didáctica de la biología entre 2010 y 2023: una revisión comparada
    (Universidad de Cádiz, 2025) Cofré, Hernán; Vergara, Claudia; Becerra, Beatriz; Núñez, Paola; Pavez, José Manuel; Santibáñez, David
    Este artículo presenta los resultados de un análisis de 558 artículos de investigación empírica sobre didáctica de la biología publicados en dos revistas de educación en español (Revista Eureka sobre Enseñanza y Divulgación de las Ciencias y Enseñanza de las Ciencias) y cuatro revistas de educación científica en inglés (International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education y Journal of Science Education and Technology) entre 2010 y 2023. Encontramos que los contenidos con más publicaciones fueron ecología, evolución y biología humana. La mayoría de los estudios se llevaron a cabo en el contexto de escuela secundaria y se centraron en las estrategias de enseñanza. Teniendo en cuenta los resultados, se reconocen temas que necesitan más estudio, como el aprendizaje y enseñanza en el nivel preescolar y en temas específicos de biología celular y metabolismo, así como el tema de la formación de profesores.