RT Journal Article
T1 School research in heritage education: Science teacher’s specialised knowledge in a field trip
A1 Illescas Navarro, Mireia
A1 Romero Fernández, Raquel
A1 García Viso, Paula
A1 Arroyo Mora, Elisa
K1 Case study
K1 Field trip
K1 Heritage
K1 Science
K1 Teacher knowledge
AB 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.
PB Şahin Danişman
SN 2602-3717
YR 2025
FD 2025-10-06
LK https://hdl.handle.net/10272/27661
UL https://hdl.handle.net/10272/27661
LA eng
NO Illescas-Navarro, M., Romero-Fernández, R., García-Viso, P., & Arroyo-Mora, E. (2025). School research in heritage education: Science teacher’s specialised knowledge in a field trip. Journal of Pedagogical Research, 9(5), 98-120. https://doi.org/10.33902/JPR.202535601
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026