Dezvoltarea cunoaşterii pedagogice a conţinutului de către profesori în contextul antrenării elevilor în activităţi ştiinţifice

Roxana S. Timofte

doi:10.52673/18570461.24.3-74.16

Autori

Roxana S. Timofte Universitatea Babeș-Bolyai https://orcid.org/0000-0002-8591-640X

DOI:

https://doi.org/10.52673/18570461.24.3-74.16

Cuvinte cheie:

dimensiuni cheie ale învăţarii ştiinţelor, activităţi ştiinţifice, cunoaşterea pedagogică a conţinutului

Rezumat

Noile standarde educaţionale referitoare la învăţarea ştiinţelor în mediul preuniversitar, propuse în anul 2012 în Statele Unite ale Americii, cuprind trei dimensiuni cheie pentru învăţarea ştiinţelor: activităţile ştiinţifice şi inginereşti, macroconceptele şi ideile centrale specifice unei arii curriculare. În anul 2014, J. Osborne a subliniat faptul că predarea şi evaluarea activităţilor ştiinţifice presupune dezvoltarea cunoaşterii pedagogice a conţinutului de către profesori. În modelul propus de Magnusson el al., componentele cunoaşterii pedagogice a conţinutului de către profesori sunt: orientarea faţă de predarea științelor; cunoașterea pedagogică a conținutului în cazul profesorilor de științe cuprinde cunoașterea și credințele despre curriculum, cunoașterea și credințele despre modul în care elevii înțeleg știința, cunoașterea și credințele referitoare la metodele de evaluare la științe; cunoașterea și credințele referitoare la strategiile instrucţionale folosite în predarea științelor. Orientarea faţă de predarea științelor modelează celelalte componente. În acest articol se discută modul în care componentele cunoaşterii pedagogice a conţinutului s-ar putea dezvolta în cazul în care profesorii predau şi evaluează activităţile ştiinţifice.

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