Conocimiento Didáctico del Contenido (CDC) del cambio climático: una caracterización en torno al diseño y desarrollo profesional de docentes en ejercicio

Abstract

From its origins, one of the recognized challenges for the Environmental Education is its connotation as an indispensable "instrument" for the development of responsible citizens associated with social and educational criticism, citizens committed ethically and socially with their environment, however, the responsibility of educational institutions, in terms of teaching citizens, it is still limited possibly by the few references regarding the proper development of a didactic in the environmental education, therefore, the lack of references regarding the professionalization of teachers in the field of environmental education. In this master's degree work, some criteria of professional teacher development are proposed based on the characterization of the Didactic Content Knowledge (CDC), from a group of six teachers of natural sciences and social sciences, in the exercise of design a didactic unit about the climate change, under the deliberative approach (Pozuelos, 1997). This research has a qualitative focus of interpretative type, based on the case study method, investigating the phenomena inside its real context of existence (Yin, 1994). The group discussion technique allowed the analysis of the content of teachers' ideas (Colina, 1994) from the perspective of the CDC, Mora & Parga (2014).