The pedagogical content knowledge on Newton's laws of a Physics teacher, in a professional technical school in Costa Rica
Guardado en:
| Autor: | |
|---|---|
| Formato: | artículo original |
| Fecha de Publicación: | 2024 |
| Descripción: | The Pedagogical Content Knowledge (PCK) of a physics teacher from a professional technical school in Costa Rica is reflected. Characterizing its approach to the inclusive obstacles of Teaching Professional Development [5] and showing the way in which it transcends between the technical, practical and critical dimensions of the Complexity Hypothesis (HC) [6], following a qualitative line. The teacher presents a tendency between the practical and critical dimensions, since she considers the emotional climate that is generated in the classroom relevant, as a fundamental element for the students' motivation and interest in learning. In addition, the implementation of technological resources such as simulations, experimentation with easily obtained materials and the future development of interdisciplinary projects, which makes it go beyond the framework of the traditional physics class, in which only dictated or taught problems are solved text book. |
| País: | Kérwá |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Kérwá |
| Lenguaje: | Inglés |
| OAI Identifier: | oai:kerwa.ucr.ac.cr:10669/101690 |
| Acceso en línea: | http://www.lajpe.org/ https://hdl.handle.net/10669/101690 |
| Palabra clave: | professional development Newton's laws hypothesis complexity case study desarrollo profesional leyes de Newton Hipótesis de la Complejidad estudio de caso |