Identificación del conocimiento didáctico del contenido de un profesor de educación media, respecto a la química orgánica estructural desde la membrana del sars-cov-2

Abstract

Pedagogical Content Knowledge (PCK) has been established as a research line due to its focus on the relationship between disciplinary and pedagogical knowledge, which enables an exploration of how teachers can transform content into accessible and understandable forms of instruction for students. From this perspective, PCK is recognized as a fundamental tool in science teaching in general and in chemistry in particular, highlighting how this approach allows teachers to transform complex knowledge into accessible forms for students. PCK integrates pedagogical, disciplinary, and contextual knowledge, which is crucial for improving teaching practices in secondary education, specifically in addressing structural organic chemistry, using the membrane structure of SARS-CoV-2 as the context, a highly relevant topic in today's educational setting. This qualitative study, structured as a case study, analyzes the PCK of a high school chemistry teacher, employing the Venn Diagram model by Otto y Everett (2013), to identify intersections among the essential knowledge areas that the teacher must master. It also seeks to define how this knowledge impacts the design and implementation of educational practices in chemistry, promoting a teaching approach tailored to the context and science curriculum objectives.