Examinando por Autor "Vergara, Claudia"

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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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    Chapter 19: Teaching Biology: What Research Says?
    (Routledge, 2023) Cofré, Hernán; Vergara, Claudia; Santibáñez Gómez, David; Núñez, Paola; McComas, William
    Biology education, a feld of study that focuses attention and research on efective instruction in the life sciences, is also known as the didactics of biology in parts of Europe (McComas et al., 2018; Reiss & Kampourakis, 2018) and South America (Cofré et al., 2021). Global climate change, biological evolution denial, maintenance of human health issues, the need of sustainable agriculture, sex education, and the emergence of and reaction to infectious diseases are some vital themes that require people around the globe to achieve high levels of practical biological literacy. As the COVID-19 pandemic has shown, many politicians, journalists, students, and members of the public alike fail to understand basic biological concepts and likewise misunderstand how science itself functions, which in turn has led them on many occasions to make poor decisions about their own health and the well-being of the population at large (Dillon & Avraamidou, 2020). So, while we feel it unnecessary to make the case that biology is a vital discipline of science, we are compelled to ask if the huge number of studies conducted in the feld of biology education have done or might potentially do something to improve teaching and public communication of vital and interesting content with the feld of biology efectively targeting misconceptions of life science content while contributing to enhanced learning outcomes of students (McComas et al., 2018). A frst step to be able to answer this question is to try to review, systematize, and critically analyze this large amount of scientifc production. In this chapter, we continue the work started in previous handbooks and that was conducted recently by Kampourakis and Reiss (2018) and their many co-authors. Thus, we have reviewed trends and issues in biology teaching within the science education literature broadly, with some additions, such as the work of McComas et al. (2018), who recently considered “grand challenges” in biology education.
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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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    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.