Conocimiento didáctico del contenido en la enseñanza del campo eléctrico

Abstract

This paper presents the results obtained from a doctoral thesis on Science Education entitled " Pedagogical Content Knowledge (PCK) in pre-service physics teachers: " the teaching electric field case " The qualitative methodo-logical approach used allowed the application of a survey, a semi-structured interview and a content analysis of a lesson plan, all from a pre-service physics teacher during his practicum. Triangulation of information obtained from these instruments helped us characterize the PCK of teaching electric field, a process in which a progression hypothesis and the metaphors were used as reference.