@article{10272/27650,
year = {2025},
month = {1},
url = {https://hdl.handle.net/10272/27650},
abstract = {Teacher 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.},
organization = {This 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)},
keywords = {knowledge, teacher education, ecosystem, secondary education},
title = {What knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school},
doi = {https://doi.org/10.30935/scimath/15873},
author = {Illescas Navarro, Mireia and González-Castanedo, Yolanda and Heras Pérez, María Ángeles de las and Climent Rodríguez, Nuria and González Castanedo, Yolanda and Heras Pérez, María Ángeles de las and Climent Rodríguez, Nuria},
}