Proposal for a didactic planning model for the teaching of chemistry based on the cdc.
DOI:
https://doi.org/10.61447/cpxg7d74Keywords:
scientific thinking skills, Didactic planning, didactic content knowledge, characterizationAbstract
Abstract
This research aims to understand and interpret the conceptual development of didactic content knowledge (CDC) and its importance in didactic planning and the use of scientific thinking skills in teaching chemistry. The main objective is to design a didactic planning model based on CDC for chemistry teachers that facilitates the teaching of scientific thinking skills. It highlights the importance of understanding and reflecting on the CDC of teachers to strengthen the teaching process, especially scientific literacy.
To develop this research, the multiple case study was used with three public school teachers in Bogotá. As the same way, The Nvivo 11 software was used for the management of qualitative data. which results indicate that teachers have strengths in the content and articulation of psychopedagogical and contextual knowledge, but they have weaknesses in the expression and management of epistemological and historical aspects of chemical concepts. The importance of scientific thinking skills was identified as an emerging category that mobilizes other skills in the planning and teaching process. Based on the above, it is concluded that teaching chemistry is not limited to presenting content, but rather it is the CDC, an integrating element, capable of mainstreaming the process that is carried out during the exercises of transposition and scientific literacy in the classroom. However, the identification of the CDC categories is delegitimized when they are not integrated or reflected, therefore, it is their use and identification that leads to the design of the classes and didactic creations that manage to transcend those that teachers and students live every day and that will finally achieve the change in the customs of science teaching.
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