PROPUESTA DE MODELO DE PLANEACIÓN DIDÁCTICA PARA LA ENSEÑANZA DE LA QUÍMICA A PARTIR DEL CDC

Abstract

This research aims to understand and interpret the conceptual development of didactic content knowledge (CDC) and its importance in didactic planning and the use of scientific thinking skills in teaching chemistry. The main objective is to design a didactic planning model based on CDC for chemistry teachers that facilitates the teaching of scientific thinking skills. It highlights the importance of understanding and reflecting on the CDC of teachers to strengthen the teaching process, especially scientific literacy. The research was carried out through a multiple case study with three public school teachers in the Suba locality in Bogotá. The Nvivo 11 software was used for the management of qualitative data. The results indicate that teachers have strengths in the content and articulation of psychopedagogical and contextual knowledge, but they have weaknesses in the expression and management of epistemological and historical aspects of chemical concepts. The importance of scientific thinking skills was identified as an emerging category that mobilizes other skills in the planning and teaching process. Based on the above, it is concluded that teaching chemistry is not limited to presenting content, but rather it is the CDC of teachers that mediates the process of transposition and scientific literacy. The presence of CDC categories loses relevance when there is no integration, reflection, and training in them. The recognition and use of these categories are a path to the formulation of didactic creations that integrate science with the realities of teachers and students, which will achieve a change in the habits of teaching science.