A proposal for the evaluation of the development of the physics teachers’ pedagogical content knowledge about the Nature of Science theme

Abstract

The pedagogical content knowledge (PCK) known as the specific knowledge of the teacher, it is a knowledge who differentiated him from a specialist in his area. It becomes as a result of teaching experiences of topics or contents of your discipline. The PCK has been used as a research model of teachers' thinking and as a subsidy for the construction of initial and continuing training curriculum. This work proposes a model for the evaluation of the development of the pedagogical content knowledge, referring to the Nature of Science theme, in the initial formation of Physics teachers (PCK/NOS). In our model, we desire to incorporate the criticisms recurring to the previous proposals of PCK models, for example, the exclusion of non-cognitive factors and the lack of relations between the knowledge that gives forms to the PCK. It emerges as a tool for analyzing and understanding the knowledge, difficulties and beliefs surrounding the future teacher of Science/Physics during the process of creation, application and evaluation of didactic strategies aimed at the teaching of meta-scientific contents. At the finally, we desire with the our proposition to assess of the development of the PCK/NOS, but we do not propose a final and definitive answer to the question of how to teach meta-scientific content; so we desire to understand the knowledge, difficulties and dilemmas that surround future physics teachers who are proposing to this task and how they contribute to the development of the PCK/NOS.