Conocimiento didáctico del contenido y su relación en la práctica docente en el área de química

Abstract

The objective of this research work was to analyze the practice of a chemistry´s teacher from the perspective that gives the line of research Didactic Content of Knowledge (CDC), observing the relationship with the teaching practice and specifically with the activities that the teacher designs and proposes to her students. This reflection was based on research categories, which in turn serve as the components of the proposed CDC, trying to understand and reflect on the way in which the teacher perceived the knowledge pertaining to each category and as the led to the development of his teaching practice. The work was carried out under a methodology of qualitative nature with a case study approach, in which by means of five instruments of collection of information such as a survey of Likert scale, 2 semi-structured interviews, a ReCo (representation of the contents) and an observation grid. In addition, a progression hypothesis was developed, in which the triangulation of the information allowed a more successful consolidation for the identification of the CDC. With the foregoing, it was possible to identify that the teacher develops a partial CDC in its practical exercise, this because, it has an inclination for some of the knowledge proposed for the CDC, like those related to the disciplinary, context and purposes education, so in the development of teaching spaces there is no articulation of the knowledge described as the CDC.