What Knowledge Do Science Teachers Need to Teach the Ecosystem Concept Using a River? Didactic Implications to Promote Good Practices in Secondary School
Saved in:
| Title: | What Knowledge Do Science Teachers Need to Teach the Ecosystem Concept Using a River? Didactic Implications to Promote Good Practices in Secondary School |
|---|---|
| Language: | English |
| Authors: | Mireia Illescas-Navarro (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2025 13(1):27-40. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Science Teachers, Knowledge Base for Teaching, Ecology, Water, Teaching Methods, Science Instruction, Secondary School Science, Secondary School Teachers, Best Practices, Pedagogical Content Knowledge, Knowledge Level, Foreign Countries |
| Geographic Terms: | Spain |
| ISSN: | 2301-251X |
| Abstract: | Teacher 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462663 |
| Database: | ERIC |
| Abstract: | Teacher 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. |
|---|---|
| ISSN: | 2301-251X |
