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

Illescas Navarro, MireiaGonzález-Castanedo, YolandaHeras Pérez, María Ángeles de lasCliment Rodríguez, NuriaGonzález Castanedo, YolandaHeras Pérez, María Ángeles de lasCliment Rodríguez, Nuria2026-01-122026-01-122025-01Illescas-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/158732301-251X (Online)https://hdl.handle.net/10272/27650Teacher 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.engknowledge, teacher education, ecosystem, secondary educationWhat knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary schooljournal articlehttps://doi.org/10.30935/scimath/15873open access