Estrategias de enseñanza del concepto de reacción química en un profesor de química experimentado

Abstract

This research work is framed under a perspective where teaching strategies are not only part of Pedagogical Content Knowledge (PCK) (Grossman, 1989; Carlsen, 1999; Magnusson, Krajcik, & Borko, 1999), but also closely related to its other components. Indeed, the strategies a teacher uses during the instruction of chemical reactions should be based on a solid understanding of related concepts, methods, theories, the ways knowledge is produced, the lifestyles of scientific communities, and the current debates in the field of chemistry. Similarly, the fact that the teacher must make decisions about how to teach, what activities to conduct with students, or how to present the content implies using their knowledge of educational theories, learning models, etc. In this way, teaching strategies are configured as a practical projection and implication of the underlying philosophy of a teaching model that is implicitly formed by the teacher. Likewise, these teaching strategies are also affected by the context in which they are developed. The operating norms or guidelines of the institution, the profile of the students, and other contextual aspects influence their selection and adaptation.