The Teaching of the Electrical Field from the Initial Characterization of Didactic Knowledge of the Content of a Secondary Teacher

Abstract

The investigations developed on electric field´s teaching, both at university and secondary school have focused their attention on developing innovative approaches, but these don´t affect the forms in which teachers articulate their pedagogical content knowledge (PCK). This study examines the initial characterization of this knowledge, of one high school Colombian physics teacher. The results revealed the factors that mediate her personal teaching model, and the factors that determine the way she thinks the teaching of this subject: her interpretation about the relationship between physics and mathematics, the role assigned to the experiment in teaching electrostatics, and the value assigned the assessment.