Characterization of prior astronomy knowledge, identified in undergraduate teacher training in physics
11:45 - 12:00
Co-authors: Giovanni Cardona Rodriguez
This paper presents a characterization of the prior knowledge in basic astronomy topics of the teachers in training for a degree in physics at the Universidad Distrital Francisco José de Caldas. The first characterization showed that the emphasis on the notions that they have regarding the teaching of the phases of the Moon would serve as an indicator for the description of the pedagogical knowledge (PCK) of the study group. For the PCK analysis a modified CoRe instrument was used to investigate the trends of the PCK in natural sciences based on the CoRe matrix proposed by (Melo, Cardona, Martínez, et al., 2018), taking as a starting point the categorization of the orientations in teaching science as proposed by (Magnusson, Krajcik, & Borko, 1999). The methodology chosen for this purpose is qualitative - interpretive based on the content analysis techniques of (Fraenkel,Wallen, & Hyun, 2012). It was found that undergraduate trainee teachers in physics manage two types of pedagogical content knowledge, based on conceptual change (Roth, Anderson & Smith, 1987) and activity-driven (Anderson, & Smith, 1987) orientation. It was also evidenced that the conceptual elements that trainee teachers use to design learning spaces are disarticulated among themselves, leading to a didactic management of models analogous to the phases of the Moon with no impact on the teaching process"