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Initial Characterization of Colombian High School Physics Teachers’ Pedagogical Content Knowledge on Electric Fields

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Abstract

We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants’ teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school’s curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.

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Acknowledgements

This work was financed by Research Project EDU2012-34140 of the Ministry of Economy and Competitiveness (Spain) and Government of Extremadura (Spain). L.M. wishes to express her gratitude to the Universidad de Extremadura for the award of a pre-doctoral studentship.

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Authors and Affiliations

  1. Department of Science and Mathematics Education, Faculty of Education, University of Extremadura, 06071, Badajoz, Spain

    Lina Viviana Melo-Niño, Florentina Cañada & Vicente Mellado

Authors
  1. Lina Viviana Melo-Niño
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  2. Florentina Cañada
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  3. Vicente Mellado
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Correspondence to Lina Viviana Melo-Niño.

Appendices

Appendix A

1. What do you consider when writing a lesson plan?

2. Why is planning important?

3 What do you understand by teaching strategies?

4. What kinds of teaching strategies can be used in the teaching of physics? in the electric field teaching? When or why would you use these strategies?

5. What are the most important concepts, ideas, or skills you want students learn on electric field? Why are they important?

6. What are some relevant real-life examples, analogies, or situations that can help students understand the topic?

7. What knowledge you know about history, epistemology and philosophy of electric field and electric force? And what historical aspects are important for teaching the electric field?

8. What criteria do you use to select your sequence the topics for electrostatics teaching?

9. What do you expect your students to learn about the electric field?

10. What obstacles/limitations are connected with electrostatic teaching?

11. How do you evaluate student understanding on electric field?

Appendix B

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Melo-Niño, L.V., Cañada, F. & Mellado, V. Initial Characterization of Colombian High School Physics Teachers’ Pedagogical Content Knowledge on Electric Fields. Res Sci Educ 47, 25–48 (2017). https://doi.org/10.1007/s11165-015-9488-4

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