Artículos de Revistas

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

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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.
Bibliometric analysis of pedagogical content knowledge: Countries, authors, and fields of knowledge
(Modestum, 2025-02-13) Santibáñez Gómez, David; Vega, Alejandro; Cofré, Hernán; Salas, Natalia; Adsuar, José
Pedagogical content knowledge (PCK) is a key construct that emerges as distinct from both pedagogical and disciplinary knowledge, essential for understanding how teacher training should be structured. Since its genesis, it has been the subject of thousands of studies, and although there are reviews within each disciplinary PCK area (e.g., PCK in mathematics), there are no bibliometric analyses that allow for the recognition of trends and gaps in productivity in the field of teaching in general. The aim of the present study was to identify such patterns through a review of high-impact specialized journals. For this purpose, 1,942 Web of Science articles were analyzed with various bibliometric parameters and digital visualization software. The results show a series of trends not described in previous literature. The implications for research on teacher training are discussed, considering the initial intent behind the construct's formulation and its relevance to contemporary educational challenges, and new lines of research are proposed.
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.
Preservice science teacher education around the globe. Trends, challenges, and future directions
(Routledge, 2022-04-27) Cofré, Hernán; Vergara, Claudia; Santibáñez Gómez, David; Pavez, José Manuel
This chapter describes and analyzes four of the most relevant aspects of preservice science teacher education (PSTE) around the world: routes and training systems; curricula; characteristics of practicums; and the relevance of research. According to analysis of more than 25 countries, we conclude that in Europe, programs move towards higher qualifications for teachers at a master’s degree level; while in Asian and American countries, shorter, more pragmatic, and pedagogy-based programs are the most common. In most countries, there still exists room for an increase in learning experiences focused on the development of pedagogical content knowledge, such as science methods courses and practicums.
Propuestas de actividades para enseñar naturaleza de la ciencia utilizando la historia de la biología
(Pontificia Universidad Católica de Valparaíso, 2023-07-21) Cofré, Hernán; González, Eyleen; Peña, Bruno; Figueroa, Pablo; Estay, Natalia; Muñoz, Ana; Santibáñez Gómez, David
El presente trabajo presenta una colección de 4 propuestas de actividades para la comprensión de la naturaleza de la ciencia (NOS) usando la historia de la biología como contexto de enseñanza. Dado que nuestro currículum declara explícitamente que la NOS debe ser enseñanza y comprendida junto a cada uno de los objetivos de aprendizaje, se hace muy importante que las y los profesores tengan acceso a ejemplos de como poder cumplir este objetivo en las aulas

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