El conocimiento didáctico de profesores de ciencias. Impactos en el conocimiento práctico y en el desarrollo de actividades científicas escolares

Abstract

This work, especially aimed at teachers of natural sciences in initial training and in practice, as well as researchers in education in natural sciences, addresses, as a result of reflections on, the authors' own teaching practice —several of them from from their experience as trainers—, conceptual and practical referents on the nature and characteristics of the knowledge that science teachers have to develop and stage in order to provide quality science education. In particular, it presents articulating conceptual aspects of science didactics as founding knowledge of these teachers, training experiences of chemistry teachers, fundamentals of didactic changes of science teachers towards facilitators of science learning, the role of hermeneutic dialogue for the recognition of didactic knowledge of content in environmental education, foundations of the epistemological category of "school scientific knowledge" and "practical knowledge in teachers of sciences”, and proposals for the characterization of the didactic knowledge of the content in science teachers in initial training.