What knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school

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dc.contributor.authorIllescas Navarro, Mireia
dc.contributor.authorGonzález-Castanedo, Yolanda
dc.contributor.authorHeras Pérez, María Ángeles de las
dc.contributor.authorCliment Rodríguez, Nuria
dc.contributor.authorGonzález Castanedo, Yolanda
dc.contributor.authorHeras Pérez, María Ángeles de las
dc.contributor.authorCliment Rodríguez, Nuria
dc.date.accessioned2026-01-12T13:38:51Z
dc.date.available2026-01-12T13:38:51Z
dc.date.issued2025-01
dc.description.abstractTeacher knowledge is vital to provide meaningful learning opportunities. In this case study, a secondary education teacher’s knowledge about how to teach the concept of ecosystems from a river is explored. A category system drawn from the literature about science teacher knowledge was used for the analysis. Science teaching requires teachers to have content and pedagogical content knowledge. The identification of these knowledge elements and their relationships has allowed to draw didactic implications so as to improve science teacher training.
dc.description.departmentDidácticas Integradas
dc.description.sponsorshipThis study is part of the project “Conocimiento especializado en la formación del profesorado de matemáticas, ciencias experimentales y ciencias sociales [Specialized knowledge in the training of teachers of mathematics, experimental sciences and social sciences] (MTSK-STSK-SCTSK)” (ProyExcel_00297) of the Junta de Andalucía’s call for R&D+i grant applications by universities and public research organizations 2021 and is carried out under the auspices of the research group DESYM (HUM 168), the research center COIDESO and Ibero-American Network of the MTSK Model, under the auspices of Ibero-American University Association of Postgraduate Studies (AUIP)
dc.identifier.citationIllescas-Navarro, M., González-Castanedo, Y., de las Heras Pérez, MA., & Climent Rodríguez, N. (2025). What knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school. European Journal of Science and Mathematics Education, 13(1), 27-40. https://doi.org/10.30935/scimath/15873
dc.identifier.doihttps://doi.org/10.30935/scimath/15873
dc.identifier.issn2301-251X (Online)
dc.identifier.urihttps://hdl.handle.net/10272/27650
dc.language.isoeng
dc.rights.accessRightsopen access
dc.subjectknowledge, teacher education, ecosystem, secondary education
dc.titleWhat knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school
dc.typejournal article
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscovery0bdeedc0-d1ae-4907-b330-cb0254a26664

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