Lights and shadows in Physics teaching. Contributions of an action research experience

LESCANO, ALBERTO J.; SÁNCHEZ, GERMAN HUGO; LORENZO, MARÍA GABRIELA

Journal of Physics: Conference Series

IOP Publishing

Año: 2019 vol. 1287 p. 1 - 10

1742-6588

The aim of this paper is to find a teacher´s concerns, difficulties and knowledgeconstruction when he begins to be part of the field of science education research. PedagogicalContent Knowledge (PCK) model and the Content Representation instrument (CoRe) offer asignificant theoretical and methodological framework to carry out this kind of study usingaction-research perspective. Metacognitive knowledge, critical thinking and reflection wereused to describe the process and changes of the teacher. Based on a particular experiencecarried out for the teaching of spectroscopy in secondary school level Physics lessons, areflection is raised on the practice itself aimed at transforming the teaching task into an objectof action - research for the teacher. The processes involved in the selection of the topic, thebasis for the design and implementation of the practical activity and the observations of theteacher are described. The results have shown the influence of the teacher intentions andknowledge on his PCK development by means of searching for the best way to design the classfor particular students in a particular context. These are a first step to lighten the shadows onthe journey to become a Physics education researcher.