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What Knowledge Do Science Teachers Need to Teach the Ecosystem Concept Using a River? Didactic Implications to Promote Good Practices in Secondary School

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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 0000-0002-4787-2274), Yolanda González-Castanedo (ORCID 0000-0002-1005-4892), María Ángeles de las Heras Pérez (ORCID 0000-0002-3640-8337), Nuria Climent Rodríguez (ORCID 0000-0002-0064-1452)
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
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Mireia+Illescas-Navarro%22">Mireia Illescas-Navarro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4787-2274">0000-0002-4787-2274</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yolanda+González-Castanedo%22">Yolanda González-Castanedo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1005-4892">0000-0002-1005-4892</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Ángeles+de+las+Heras+Pérez%22">María Ángeles de las Heras Pérez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3640-8337">0000-0002-3640-8337</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nuria+Climent+Rodríguez%22">Nuria Climent Rodríguez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0064-1452">0000-0002-0064-1452</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2025 13(1):27-40.
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  Data: 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
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  Data: 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.
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      – Text: English
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        PageCount: 14
        StartPage: 27
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      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Knowledge Base for Teaching
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      – SubjectFull: Ecology
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      – SubjectFull: Water
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Science Instruction
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      – SubjectFull: Secondary School Science
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Best Practices
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      – SubjectFull: Foreign Countries
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