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Direct linkVázquez-Bernal, Bartolomé; Mellado, Vicente; Jiménez-Pérez, Roque – Research in Science Education, 2022
Teachers' development can be seen as a dialog between their reflective thinking and their actions, with an added gradient of complexity from their social interactions. All of these elements are conjugated within their classroom practice, with their Pedagogical Content Knowledge (PCK) as theoretical background. This paper analyzes the case of a…
Descriptors: Science Teachers, Technological Literacy, Pedagogical Content Knowledge, Reflection
Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente – Research in Science Education, 2017
We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…
Descriptors: Foreign Countries, Secondary School Teachers, Secondary School Science, High Schools
Freitas, Isabel M.; Jimenez, Roque; Mellado, Vicente – Research in Science Education, 2004
The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a…
Descriptors: Foreign Countries, Science Teachers, Physics, Chemistry
