PEDAGOGICAL CONTENT KNOWLEDGE OF TEACHERS WHEN TEACHING SCIENCE TO CHILDREN
DOI:
https://doi.org/10.5281/zenodo.11003220Keywords:
Pedagogical Content Knowledge, Teaching Science in the Early Years, Teaching Strategies, Training of PedagoguesAbstract
The central objective of this study is to investigate the strategies that teachers in the early years of Elementary School use to teach science topics to children. To this end, we developed an interpretative research affiliated with the field of qualitative narrative research, focusing on the category of narratives of lived experiences. From this perspective, we carried out narrative interviews with nine teachers who work in the public and private schools of Belo Horizonte, MG. To analyze the data, we went through the teachers' statements when narrating the practices adopted by them during science teaching, using Shulman's proposed Pedagogical Content Knowledge (CPC) theoretical framework as an analysis lens. As a result, we identified six types of strategies used to make content understandable to students. These strategies corroborate the existence of a general CPC that teachers mobilize to teach science to children. Thus, through their knowledge, their general CPC and their studies, they develop a specific CPC for each teaching topic. The research revealed that the strategies used by teachers are applicable and adaptable to different teaching approaches, demonstrating their universal nature. Furthermore, these strategies can be used independently in different areas of knowledge.
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