Conocimiento didáctico del contenido en la enseñanza del ADN

Abstract

The purpose of this research was to characterize the didactic knowledge of content (PCK) of the researcher teacher focused on four axes, namely: pedagogical orientation, pedagogical strategies, ADN curriculum, and students' ideas, based on the postulates of Park and Oliver (2008). The concept of CDC stems from the premises set out by Shulman (1986) and his collaborators with the term Pedagogical Content Knowledge (PCK) at Stanford University. The term has been reconfigured by various authors into a bidirectional construction that explains the way in which teachers transform their own knowledge how teachers transform their own disciplinary knowledge into teachable knowledges. This is only accessible through the complex interaction of the teacher's disciplinary, practical and pedagogical knowledge. practical and pedagogical knowledge that he/she develops in practice.This is a self-reflective study in search of the resignification of the teacher's work based on the participatory action observation approach.The participatory action observation approach. The class recordings and annotations of the comments of the class recordings and annotations of the comments of the experiences within the virtual classroom dynamics became the information analysis by categories in the identification of didactic knowledge for the teaching of DNA, a process that was assisted by the DNA, a process that was aided by the use of the Maxqda plus 2020 program. The results were grouped according to the methodological phases developed by the teacher, which were: inductive, observational, and inductive, observational and descriptive. In these phases, the teacher's efforts to be objective concepts that the integrates hierarchically and provide structure and support in it pedagogical and didactic discourse.In it pedagogical and didactic discourse. The organization of the teacher's teaching was mainly guided by questions, which allowed it to open the construction of a dialogue with their students and to enrich it PCK with their ideas, expressing constructivist ideas expressing traits of constructivism located in social and cultural terms.