School research in heritage education: Science teacher’s specialised knowledge in a field trip

Abstract

The purpose of the research was to detect elements of specialised knowledge of an experimental sciences teacher in the design and implementation of a field trip in Secondary Education in order to draw pedagogical implications in initial teacher training. We developed a case study of a science teacher who carried out an educational intervention about heritage through a field trip. An interview and the field book design were used as instruments for data collection. Data were analysed using content analysis guided by a theoretical and methodological model of the specialized knowledge of teachers who teach experimental sciences, mathematics and social sciences. The results showed that the teacher has in-depth Content Knowledge, which allows him to characterise the river, an ecosystem and research in a heritage environment, as well as Pedagogical Content Knowledge using specific resources, methodological strategies and activities to teach science in Secondary Education. From these results, a series of implications have been drawn, such as the importance of an in-depth content knowledge related to topics to be taught and an interdisciplinary teacher training.