Examining pedagogical knowledge content on mitosis in a University context

• Autores: N. González, A. Rossi
• Localización: Multidisciplinary Journal for Education, Social and Technological Sciences, ISSN-e 2341-2593, Vol. 3, Nº. 2, 2016, págs. 79-106
• Idioma: inglés
• DOI: 10.4995/muse.2016.4653
• Enlaces
  • Texto completo
• Resumen

  • Mitosis is a process of cell division occurring in eukaryotic organisms. Students from many countries experience difficulties learning this science topic, and its teaching demands substantial effort. Effective teachers develop a wide range of knowledge types to successfully transform science matter for students; this transformation of knowledge has been conceptualized as pedagogical content knowledge (PCK). In this study the PCK of two University teachers on mitosis was explored. As informed by the instruments employed (Content Representation and Pedagogical (CoRe), and Professional experiences Repertoires, analytical rubric (PaP-eR), and semi-structured interviews) both participants’ PCK on mitosis can be characterized as incomplete, however not identical. PCK evolves throughout the professional practice so, in a context mostly limited to a traditional teacher-centered transmission of knowledge such as the university, development of teachers’ PCK emerges as a strategy to re-orient the teaching of mitosis to modalities based on the construction of scaffoldings to facilitate students’ learning. 

• Referencias bibliográficas
  • Ayuso G.E. and Banet E. (2002). Alternativas a la enseñanza de la genética en educación secundaria. Enseñanza de las ciencias, 20(1), 133-157.
  • Baggott L. and Wright B. (1996). The use of interactive video in teaching about cell division. Journal of Biological Education, 30(1), 57-88....
  • Baxter J.A. and Lederman N. G. (1999). Assessment and measurement of pedagogical content knowledge. In J. Gess-Newsome and N.G. Lederman (Ed.),...
  • Bertram A. (2014). CoRes and Pap-eRs as a strategy for helping beginning primary teachers develop their pedagogical content knowledge. Educación...
  • Borowski A., Carlson, J., Fischer, H.A., Henze, I., Gess-Newsome J., Kirschner S. and Van Driel J. (2012). Different models and methods to...
  • Carlson J. and Gess-Newsome J. (2013). The PCK Summit Consensus Model and Definition of Pedagogical Content Knowledge. The Symposium “Reports...
  • Chattopadhyay A. (2012). Understanding of Mitosis and Meiosis in Higher Secondary Students of Northeast India and the Implications for Genetics...
  • Chinnici J. P., Neth S. Z. and Sherman, L. R. (2006). Using “Chromosomal Socks” To Demonstrate Ploidy in Mitosis & Meiosis. The American...
  • Chinnici J. P., Yue J. W. and Torres K. M. (2004). Students as Human Chromosomes in Role-Playing Mitosis & Meiosis. The American Biology...
  • Çimer A. (2012). What makes biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61-71.
  • Dikmenli M. (2010). Misconception of cell division held by student teacher in biology: A drawing analysis. Scientific Research and Essay,...
  • Din‐yan Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International...
  • Finley F.N., Stewart J. and Yarroch, W.L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66,...
  • Friedrichsen P.J., Abell S.K., Pareja E.M., Brown P.L., Lankford D. M. and Volkmann M.J. (2009). Does Teaching Experience Matter? Examining...
  • Gess-Newsome J., Carlson J., Gardner A. and Taylor, J. (2010). Impact of Educative Materials and Professional Development on Teachers’ Professional...
  • González N.V. and Rossi A.M. (2014a). La enseñanza de la meiosis en el nivel secundario: el conocimiento didáctico del contenido de profesores...
  • González N.V., Diessler M.E and Rossi A.M. (2014b). A case study exploring a University teacher’s pedagogical content knowledge on mitosis,...
  • González N.V., Solari M.J and Rossi A.M. (2014c). An analytical rubric for PowerPoint® presentations: proposal of a complementary instrument...
  • González N.V. and Rossi A.M. (2015). Conocimiento pedagógico del contenido para la enseñanza del tema mitosis: un estudio de casos con docentes...
  • Knippels M.C., Waarlo A.J. and Boersma K.T. (2005). Design criteria for learning and teaching genetics. Journal of Biological Education, 39,...
  • Lewis J., Leach, J. and Wood-Robinson, C. (2000). Chromosomes: the missing link-young people understand of mitosis, meiosis, and fertilization....
  • Locke, J. and McDermid, H.E. (2005). Using Pool Noodles to Teach Mitosis and Meiosis. Genetics, 170, 5-6. http://dx.doi.org/10.1534/genetics.104.032060
  • Loughran J.J., Mulhall P. and Berry A. (2004). In Search of PCK in Science: Developing Ways of Articulating and Documenting Professional Practice....
  • Loughran J., Berry A. and Mulhall P. (2012). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge (Vol. 12). Springer...
  • Magnusson S.; Krajcik J. and Borko H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J....
  • Olande, C. and Olander M.H. (2013). Professional Development Through the Use of Learning study: contributions to pedagogical content knowledge...
  • Oztap H., Ozay E. and Oztap, F. (2003). Teaching cell division to secondary school students: an investigation of difficulties experienced...
  • Popovic G. and Antink A. (2010). Exploring the relationship between subject matter knowledge and reflective practice among preservice science...
  • Williams M., Montgomery B.L. and Manokore V. (2012). From Phenotype to Genotype: Exploring Middle School Students' Understanding of Genetic...