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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.
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?
(Routledge, 2021-04-24) Lederman, Judith; Lederman, Norman; Bartels, Selina; Jiménez, Juan Paulo; Santibáñez Gómez, David
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https:// doi.org/10.1002/tea. 21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world.
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.
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
Interacciones en la clase de literatura: ¿Construcciones dialógicas? Estudio de caso en establecimientos secundarios chilenos
(Universidad Católica Silva Henríquez (USCH); Facultad de Educación; Escuela de Artes y Humanidades, 2024-09-05) Yuivar Carneiro, Ana María; Medina Morales, Lorena
Esta investigación tuvo como principales objetivos describir la naturaleza de las interacciones orales ocurridas en la clase de literatura en tres establecimientos educacionales chilenos de Tercero Medio (11vo grado) y, especialmente, describir las interacciones propiamente dialógicas, es decir, aquellas que propician la tensión entre diferentes voces o tomas de posición frente a las interpretaciones literarias abordadas en clase. Por lo anterior, se escogieron tres establecimientos de dependencia particular subvencionada que declararon promover el pensamiento crítico y el fomento lector en sus proyectos educativos. Los participantes del estudio fueron 3 docentes y 83 estudiantes. Se realizaron análisis estadísticos descriptivos y análisis dialógico del discurso sobre una muestra de 20 clases de literatura. Los resultados muestran que las interacciones ocurridas en estas aulas confirman el diagnóstico internacional y local, pues en ellas es el profesor quien domina la interacción y los aportes de los estudiantes son restringidos. Sin embargo, en uno de los casos, sí se ofrecieron oportunidades dialógicas en la fase de contextualización de la obra literaria, que implicaba abordar temas identitarios, no así en otros aspectos de la interpretación.
Self-study colaborativo: etapas, condiciones de la amistad crítica y aprendizajes sobre la formación
(Organización de Estados Iberoamericanos (OEI), 2020-01-17) Nocetti de la Barra, Alejandra; Orrego Lepe, Claudia; Silva-Peña, Ilich; Santibáñez Gómez, David; Flores González, Marianella; Gutiérrez Villegas, Marlene; Moreno Tello, Pablo; González Sáez, Romina
En el presente artículo abordamos el trabajo realizado por un grupo de académicos utilizando la metodología de investigación denominada Self-Study. El fin investigativo fue abordar las etapas de este método reflexivo y crítico sobre el ‘sí mismo’, las condiciones de la amistad crítica y el aprendizaje en la formación de formadores. Examinamos la enseñanza de la reflexión en actividades curriculares de índole práctica en dos universidades, constituyendo trabajos en parejas. Un/a integrante desarrollaba el Self-Study, mientras otro/a ejercía el rol de amigo/a crítico/a. Analizamos correos electrónicos, notas de diarios, conversaciones grabadas, filmaciones de clases y discusiones. Como resultado de este proceso, determinamos que desde el punto de vista metodológico hubo distinciones en las etapas del desarrollo del Self-Study, así como consideraciones de importancia en la construcción de la amistad crítica para el desarrollo de este tipo de investigación. Por último, discutimos los hallazgos en torno a dos tipos de aprendizaje consumados, a saber, sobre los formadores de formadores y los estudiantes que de modo indirecto acompañaron el proceso de cambio de los docentes en estudio.
La pareja pedagógica como experiencia práctica para el desarrollo de desempeños colaborativos desde la interdisciplina en el ejercicio de la profesión docente
(Universidad de Magallanes; Facultad de Educación y Ciencias Sociales, 2024-11-17) Pérez Carrillo, David Jacob; Hernández Rojas, Blanca
La co-docencia desde el dispositivo Pareja Pedagógica al interior de la Formación Inicial Docente es un tema escasamente desarrollado en Chile. El artículo comparte hallazgos pesquisados tras la implementación de un proyecto de carácter interdisciplinario en un grupo de estudiantes del Programa de Pedagogía Media UDP, que concentra las carreras de Pedagogía Media en Lengua Castellana y Comunicación e Historia y Ciencias Sociales, cuyo propósito fue estudiar los alcances que asumen los desempeños docentes tras una experiencia colaborativa a partir del análisis de los cuatro niveles básicos de colaboración: facilitador, apoyo, informativo y prescriptivo. Para ello, se siguió un enfoque de investigación de corte cualitativo, expresado en un estudio de casos de naturaleza intrínseca, en el que se analizaron las respuestas a dos instrumentos aplicados al inicio y al final de su práctica.
Pasitos: una investigación basada en las artes escénicas en aulas hospitalarias y centros de menores
(Universidad de Granada, 2024-06-21) Sánchez-Duque, Carmen Gloria; Valseca Delgado, Javier
El compromiso del estado chileno en aulas hospitalarias y centros de menores es resguardar el desarrollo biopsicosocial de los niños, niñas y adolescentes internos (NNA) estableciendo acciones que cubran un régimen educativo diferenciado y terapias complementarias que ayuden sus progresos. Estudios demuestran que la utilización de las artes escénicas en estos espacios son un medio para promover la sanación y la reinserción social. Es por ello, que la presente investigación basada en las artes, estudio desde un enfoque A/R/tográfico, ha tenido por objeto indagar cómo son capaces los NNA pertenecientes a aulas hospitalarias y residencias familiares junto a sus educadores, de reflexionar sobre aquellos sentires y desafíos surgidos en pandemia, pudiendo expresarlos mediante un taller de formas animadas a cargo de la Compañía Perrobufo, el cual finaliza con la creación de la obra Pasitos. Los resultados han verificado que los docentes participantes del taller han adquirido estrategias provenientes de la pedagogía teatral que les permite guiar procesos de creación escénica junto a sus estudiantes e innovar en sus aulas, y a los NNA experimentar procesos de reflexión y creación que les ayudan a desarrollar su autoestima y autonomía, demostrando empatía y socialización durante el transcurso de la actividad.
Cuerpo dramatizado: una estrategia socioeducativa para la igualdad de género en educación primaria
(Juan Carlos Muñoz Díaz, 2024-10-02) Sánchez-Duque, Carmen Gloria; Chacón-Gordillo, Pedro; Barros-Rodríguez, Francisco
El presente estudio de caso, analiza la dramatización como una estrategia de enseñanza socioeducativa, la cual ha sido promovida en dos clases de 3° de Primaria en un colegio de España, introduciendo estrategias provenientes de la pedagogía teatral, concretamente del teatro de formas animadas, con el objetivo de valorar cómo los estudiantes son capaces de reflexionar sobre la igualdad de género a través de dramatizaciones que promueven el encuentro con el cuerpo expresivo, los objetos, el espacio y el colectivo. Demostrando esta formación teatral, la adquisición en los estudiantes para expresarse de manera corporizada y verbal sobre las desigualdades de género, adquiriendo en el proceso confianza en sí mismos, empatía y colaboración. Concluyendo que la dramatización es una estrategia que potencia el pensamiento y el accionar divergente, siendo una vía para lograr el autoconocimiento y repensar perspectivas de género.
Schematic embodiment of perseverance in persian
(Springer, 2024-12-04) Khatin-Zadeh, Omid; Jiehui, Hu; Eskandari, Zahra; Banaruee, Hassan; Farsani, Danyal
A group of Persian speakers were asked to talk about the concept of perseverance in semi-structured interviews. Gestures that participants used to talk about this concept were analyzed. The results showed that the concept of perseverance was primarily embodied in upward head gestures, fist-shaped hand gestures, forward hand gestures, and forward leg gestures. In a significant number of cases, these four elements occurred together. This suggests that the embodiment of perseverance can be distributed in several gestures in several body parts. Although these gestures had different directions in various body parts, the pattern of occurrence of these gestures was the same in a significant number of cases. We call this process schematic embodiment. These four elements create a gestural scheme that represents the embodied realization of perseverance. We define gestural scheme as a set of dynamic, sequential, and coordinated gestures that collectively represent a concept or an event.
Distributed embodiment of the persian term dæqi:qæn in forward gestures
(Springer, 2023-11-03) Khatin-Zadeh, Omid; Banaruee, Hassan; Farsani, Danyal; Hernandez-Barajas, Freddy; Farina, Mirko; Marmolejo-Ramos, Fernando
This study examined the embodied realization of the Persian term dæqi:qæn (exactly) when embodied through gestures. A group of thirty Persian native speakers were asked to express their opinions about six subjects in an interview setting. During the interview, the interviewer used some techniques to elicit the term dæqi:qæn from the participants. The types of gestures produced when participants used the term dæqi:qæn were analyzed. The results showed that the term dæqi:qæn was embodied primarily by forward hand gestures and to a lesser degree by forward head gestures. This suggests that a given term can be embodied across various parts of the body, but degree of realization of this embodiment process is not the same in all involved body parts. While some body parts are strongly involved and actively employed to embody a concept in gestures, other parts may be less involved or not involved at all. We call this process distributed embodiment. The term dæqi:qæn was strongly embodied in forward hand gestures, less strongly (but still significant) embodied in forward head gestures, and almost not embodied in the leg.
Embodiment and gestural realization of ergative verbs
(Springer, 2023-10-01) Khatin-Zadeh, Omid; Hu, Jiehui; Eskandari, Zahra; Banaruee, Hassan; Yanjiao, Zhu; Farsani, Danyal; Jiayong, He
In this study, we examined the gestural embodiment of active, passive, and active-form/passive-sense voices of ergative verbs in English. We analyzed gestures produced by presenters talking about a variety of subjects in a set of videos. We used several Chi-square tests to fnd out what type of gesture (representational, beat, and pointing gestures) co-occurred more frequently with active, passive, and active-form/passive-sense voices of ergative verbs. The results showed that representational gestures occurred more frequently with active than passive and active-form/passive-sense voices of ergative verbs. Furthermore, representational gestures occurred more frequently with active voices of ergative verbs having human subjects than non-human subjects. This was also the case with active-form/passive-sense sentences. Based on these results, it is suggested that form of a sentence is an infuential factor in the process of embodying the situation that is described by that sentence. Active voice of an English ergative verb is more likely to be accompanied by representational gestures and is embodied more strongly than passive and active-form/passive-sense voices of that verb.
Gestural simulation of motion verbs
(University of Illinois Press, 2023) Khatin-Zadeh, Omid; Hu, Jeihui; Eskandari, Zahra; Yanjiao, Zhu; Farsani, Danyal; Banaruee, Hassan
We aimed to investigate how the path of a motion verb is mentally simulated and realized in gestures when it is encoded in path-joined motion verbs (e.g., “enter the house”), pathdisjoined motion verbs (e.g., “go into the house”), and pathless motion verbs (e.g., “walk in the street”). We conducted 2 studies to answer this question. In Study 1, we analyzed gestures produced by presenters in a set of YouTube videos. We used several chi-square tests to find out what type of gesture (path representational, non–path representational, beat, pointing gestures, and no-gesture) co-occurred more frequently with path-joined, path-disjoined, and pathless motion verbs. In Study 2, we analyzed gestures produced by a group of participants in a story-retelling setting. Both studies showed that path representational gestures co-occurred more frequently with path-joined motion verbs than path-disjoined and pathless motion verbs. Furthermore, the probability of using a path representational gesture with a path-joined motion verb having a human subject was higher than that having a nonhuman subject. Although the language difference in Study 1 and Study 2 might be a limitation, the consistency of results of the 2 studies suggests that the findings are generalizable. We suggest that gestural simulation of a motion verb is affected by how the direction or path of motion is encoded in the verb. When the path of motion is encoded in the main part of the verb, the motion and its path or direction are simultaneously simulated. This account implies that the motor system plays an active role in the process of simulating the path.
Metaphores of time across cultures
(Springer, 2023-05-17) Khatin-Zadeh, Omid; Banaruee, Hassan; Reali, Florencia; Tirado, Carlos; Ruiz-Fernández, Ssusana; Yamada, Yuki; Wang, Ruiming; Nicolas, Robin; Khwaileh, Tariq; Szychowska, Malina; Vestlund, Johanna; Correa, Juan C.; Farsani, Danyal; Butcher, Natalie; Som, Bidisha; Volkonskii, Ivan; Plevoets, Koen; Marmolejo-Ramos, Fernando
TIME is a highly abstract concept and prevalent in languages worldwide. Cross-cultural and cross-linguistic research suggests that TIME is embodied dissimilarly in different languages. Still the literature has not received sufficient attention in examining the differences. This study aimed to identify and compare how TIME is metaphorically represented and embodied worldwide. We investigated 14 languages; Arabic, Assamese, Chinese, English, Finnish, French, German, Japanese, Kikuyu, Persian, Polish, Russian, Spanish, and Swedish, which represent nine language families. The metaphors were categorized conceptually as TIME IS AN ORGANISM, TIME IS MOTION, TIME IS SPACE, and TIME IS A VALUABLE COMMODITY. We employed a two-part paper-based task. The first part consisted of generation of metaphor items and the second part consisted of a valence rating task. The key variables considered were 'metaphor category' and 'language family' while controlling for demographic variables such as gender, age and handedness. Data from 513 participants were collected. Results showed a significant association between language categories and the valences of time metaphors. The data of this study suggest that within the languages of a certain category, there might be some similarity between the valences of words that are used to realize a given conceptual metaphor.
Uncertainty management in the design phase of road projects
(Elsevier, 2023) Shabani, Rouzbeh; Ishtiaque, Tausif Ahmed; Johansen, Agnar; Torp, Olav; Farsani, Danyal
Uncertainty management in the project's design phase is perceived to be one of the important stages before the project execution. Studies on uncertainty management could influence projects’ objectives such as cost, time, and quality. With the importance of the design phase, there is less research in the project's design phase which tries to know important uncertainties and measures for managing them. Multiple case study approaches were adopted for doing this research. Data was collected through a narrative search, a document study, and interviews. Data analysis of cases showed that there are different uncertainties with various origins in each case and strategies for tackling them were different. In both cases, owners mainly focused on the strategic and contextual uncertainties mostly and contractors focused on operational uncertainties and they transfer strategic or contextual uncertainties to the owner. In both cases, mitigation strategy has been applied mostly for tackling uncertainties, and acceptance strategy has not been observed in cases. The project's complexity, the contract's collaboration form, and the actors’ role are factors that influence the uncertainty management strategies in projects. This study revealed the differences and similarities in the two cases from uncertainty factors and uncertainty management strategy based on qualitative evaluation.
Making visible “the invisible”: Can mathematics embedded in work practices enable critical questioning?
(Elsevier, 2023-02-09) Bose, Arindam; Farsani, Danyal
This short report explores and unpacks mathematical knowledge embedded in work practices (which often remains invisible or sedimented) and how this ‘invisible’ knowledge-form underpins sociocultural resources and issues. In so doing, this report argues that the middle graders’ awareness of embedded mathematical knowledge in work practices not only creates opportunities and affordances for furthering mathematics learning but in the process, this awareness builds potential for enabling the doers to see the “invisible,” leading to a possibility of questioning the complex societal meaning of justice, fair distribution, welfare and access. This possibility of questioning plays a dual relationship of cause and effect with doers’ (read learners’) foregrounds (see Skovsmose, 2014) and creates a platform which enables and empowers them for critical questioning. This broad platform is referred to as “landscapes of investigation” (Skovsmose, 2001). There is not much research in the literature which uses instances of income-generating work practice as examples of landscapes of investigation for exemplifying out-of-school mathematical knowledge of children immersed in such work-contexts and also as possible tools for manifesting and investigating societal issues. In this report, we use examples of out-of-school work contexts and the community’s rich cultural knowledge resource for responding to this gap in the literature.
The roles of gestural and symbolic schematizations in inhibition as a component of executive functions
(Springer, 2023) Khatin-Zadeh, Omid; Farina, Mirko; Yazdani-Fazlabadi, Babak; Hu, Jiehui; Trumpower, David; Marmolejo-Ramos, Fernando; Farsani, Danyal
The role of gestural schematization in enhancing thinking processes has been the subject of a large body of works. In this process, contextually unimportant or irrelevant information related to a concept (or a system of concepts) is deleted or ignored, while relevant spatial information is maintained. This process is a special type of inhibition, which is one of the key components of executive functions. In this short paper, it is suggested that gestural schematization is a special type of symbolic schematization, a much more general process through which irrelevant information related to features of a concept (or a system of concepts) is suppressed, while relevant information (spatial and non-spatial) is maintained. Through symbolic schematization, abstract structural similarity between two concepts or between two systems of concepts can be discovered. In this way, an individual’s knowledge about the first situation can be generalized to the second situation. Symbolic schematization is the basis of abstraction, knowledge generalization, and knowledge development. This is particularly the case with abstract mathematical thinking. This proposal offers a picture of cognitive mechanisms through which knowledge of abstract mathematical concepts is created and developed in the mind.
More than words: an integrated framework for exploring gestures’ role in bilinguals’ use of two languages for making mathematical meaning
(Springer, 2022) Krause, Christina; Farsani, Danyal
Gestures play a role in perception, production, and comprehension of language and have been shown to difer cross-linguistically and cross-culturally in aspects of performance and form-meaning relationships. Furthermore, gestures can serve as analytical tools to access tacit embodied-imagistic mathematical meanings that add to verbal-linguistic dimensions of meaning. At the same time, language plays important roles in interaction and cognition, infuencing bilinguals’ learning of mathematics. Still, there is only very little research attending to the use of gestures of multilinguals as means to better understand the relationships between their language use and their mathematical thinking. This paper builds on research on multilingualism and on gestures—related and unrelated to mathematics education—to motivate and develop a framework for understanding better mathematics thinking and learning of multilinguals through integrating gesture analysis as related to languages, culture, and the use of registers. The application of this framework will be illustrated through two case studies in which we analyse interview data of a bilingual student and a bilingual mathematics teacher—focusing on gestures and language use while talking about the mathematical concept of ‘power’—or exponents—in Farsi (Persian) and in English. From analyzing the gestures’ form-meaning relations and their functions as related to hybrid language practices, we hypothesize on the vernacular and mathematical context as activated in both speech and gesture and on how it relates to mathematical meaning. From this, we draw practical implications for multilingual mathematical learning contexts and discuss implications for research on multilinguals’ mathematical thinking and learning.
The impact of gestural representation of metaphor schema on metaphor comprehension
(De Gruyter Mouton, 2023) Khatin-Zadeh, Omid; Hu, Jiehui; Marmolejo-Ramos, Fernando; Farsani, Danyal
This study aimed to investigate how priming a metaphor by the gestural representation of its schema affects the understanding of that metaphor. In each of the two tests, different groups of participants were invited to judge the sensibility of the same 20 metaphors preceded by congruent versus incongruent gesture primes as compared to no prime. In the congruent gesture-prime conditions, each metaphor was preceded by a gesture that represented the schema of the subsequent metaphor whereas this gesture was not compatible with the schema of the subsequent metaphor in the incongruent gesture-prime conditions. Results showed that a higher proportion of sentences were judged to be sensible in the congruent gesture-prime conditions compared to no-prime and incongruent gesture-prime conditions. Also, response times of sensibility judgements were shorter in congruent gesture-prime conditions compared to no-prime and incongruent gesture-prime conditions. These results suggest that metaphor schema affects metaphor comprehension through the activation of metaphorically-relevant information and suppressing irrelevant information.
Formación inicial docente basada en el practicum: la academia reflexiva como praxis fundamental para la formación de profesores
(Universidad Pedagógica Nacional de Colombia, 2023-01-01) Becerra-Sepúlveda, Carolina; Ibáñez-Muñoz, Rosa; Valenzuela-Giovanetti, Ezia
La calidad de la Educación constituye un compromiso y un deber con el sistema escolar; esta demanda atención especial a la Formación Inicial Docente de nuestros Profesores. Actualmente las Políticas Públicas en Chile desafían a las Universidades en cuanto a diversos requerimientos para la Formación de Profesores. Conscientes de esta situación, las universidades han instalado estrategias para mejorar los procesos formativos de sus futuros profesores, estableciendo mecanismos formales que articulan su currículo con una formación basada en la Práctica. Este artículo expone los resultados de una investigación cualitativa, que analiza el proceso de práctica de las carreras de pedagogía de una universidad privada en Chile, describiendo a su vez, los nudos críticos de los procesos formativos que la caracterizan. El estudio contempló un diseño etnometodológico, contando con la participación de 37 docentes tutores de prácticas y tres coordinadores, a través de un focus group. El abordaje de la información recopilada contempló un análisis del discurso a través de la herramienta Atlasti. Los resultados del estudio relevan la necesidad de repensar la práctica en la formación inicial docente a través de un modelo que represente y responda a las demandas de la sociedad del siglo XXI, en conjunto con la valorización del acto reflexivo al interior de la Academia que nutre y fortalece la formación inicial docente.

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