Map of pedagogical content knowledge and professional teaching model in biological area on the contents of cell

Abstract

This paper proposes the analysis of a questionnaire of the Representation of Content (ReCo, Loughran et al. 2004) so as to generate a map of the pedagogical content knowledge of the cell in five professionals of the biological area who work as biology teachers in secondary education Chile. The analysis will identify the relationships established between the domains of pedagogical content knowledge (PCK)-Maps of the PCK and the didactic model of the participants. It is possible to identify similar and distant beliefs among participants, according to the PCK domains and their relationships. The results show that the PCK is specific to each professional, that the relationships between the component of PCK are mainly conceptual in the participants, that the constructivist didactic model is the least common and that the most widely shared beliefs among professionals are those related to the knowledge component of student understandings. The convenience of analyzing PCK maps as an element to guide actions that contribute to substantiate the performance of these professionals is discussed.