Práctica docente universitaria en química organometálica : cambios didácticos desde el conocimiento didáctico del contenido (CDC) y la naturaleza de las ciencias (NdC)

Abstract

The present research aims to characterize the changes in the teaching practice of a university chemistry teacher, mediated by the PCK in terms of teaching reflection and didactic innovation, through the incorporation of the Nature of Science in the teaching of Organometallic Chemistry. For this purpose, from a multi paradigmatic (Interpretative - Socio-critical) and pluri methodological (Case Study - Dialogic Participatory Research) approach, a process of reflection with an expert teacher in this branch of chemistry was carried out throughout an academic semester, in order to show the possible changes that the dialogues generated, and the topics addressed in the meetings could produce in the teacher's own practice. In addition, the implementation of other instruments (interviews, questionnaires, class observations) made it possible to complement the information collected in the work sessions developed. It should be clarified that due to the emergency caused by COVID-19, the intervention was made virtually. Thus, the analysis carried out, using the Atlas.ti® program, in terms of Teaching Epistemology and Nature of Science, each one with its respective subcategories and dimensions, allowed corroborating the generation of important didactic changes in the teacher's practice. Among these results, the following stand out: First, at the attitudinal level, the understanding of the reflection of practice as an essential process in the life of a university professor; second, at the procedural level, the generation of new methodologies for work in the classroom, the appearance of alternative forms of explanation and the implementation of alternative evaluation strategies; and, finally, at the conceptual level, the appropriation of the pedagogical knowledge addressed in the discussions and the importance of approaching historical knowledge in the classroom. It should be said that, despite the process implemented, the teacher does not feel interested in the perspectives of the philosophy of science, an issue that agrees with previous works and that would require further research to improve the strategies in which it can be understood and applied in the classroom.