El conocimiento profesional del profesor(a) de ciencias de primaria sobre el conocimiento escolar: dos estudios de caso, en aulas vivas y aulas hospitalarias del distrito capital de Bogotá

Abstract

In this book we present the results of the research THE PROFESSIONAL KNOWLEDGE OF SCIENCE TEACHERS ABOUT SCHOOL KNOWLEDGE: TWO CASE STUDIES IN THE CAPITAL DISTRICT, funded by the Center for Research and Scientific Development (CIDC) of the Francisco José de Caldas District University and carried out in the context of the research line "The Professional Knowledge of Science Teachers and School Knowledge" of the Emphasis on Science Education in the Interinstitutional Doctorate in Education, of the same university. Since Martínez's doctoral thesis (2000), we have proposed conceptual categories to understand this knowledge, organized through a hypothesis of progression in different levels of complexity. In this research, we revisit this proposal, enriched by other studies in this line. These studies, in the Colombian context and particularly in Bogotá's district schools, allow us to understand the complexity of primary school science teachers' professional knowledge. This knowledge, based on different perspectives and informed by the theoretical context of education in general and science didactics in particular, has been nurtured in recent decades. This knowledge contributes significantly to highlighting the teacher as an intellectual and the school as a living space for creation. We construct two case studies with teachers who lead or participate in innovative initiatives, Living Classrooms and Hospital Classrooms, which seek alternatives to traditional teaching approaches. We analyze the cases from the categories: School Content, Sources and Selection Criteria of School Content, Epistemological References and Criteria of Validity of School Knowledge, which we study from three levels of analysis: declarative, action and reflection, and from three categories that we have been deepening in our work: Dynamic Axes, Obstacle and Questioning.