Scaffolding or collective PCK? Configuring knowledge for teaching genetics to Deaf students

被引：0

作者：

Cuartas, Astrid Eliana Cuartas ^{[1
]}

Delgado, Fanny Angulo ^{[1
]}

Soto-Lombana, Carlos Arturo ^{[1
]}

机构：

[1] Univ Antioquia, Medellin, Colombia

来源：

DIDACTICA DE LAS CIENCIAS EXPERIMENTALES Y SOCIALES | 2024年 / 47期

关键词：

PCK; collective PCK; inclusive education; deaf; genetics; PEDAGOGICAL CONTENT KNOWLEDGE; COMPONENTS;

D O I：

10.7203/DCES.47.28466

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the integration of Pedagogical Content Knowledge (PCK) in teaching genetics to Deaf high school students, through the case study of a teacher following the bilingual-bicultural model in Colombia supported by a Deaf individual (linguistic model) and an interpreter. Methods such as videoscopy, biographical interviews and content representation are employed. The analysis reveals the construction of a collective PCK, where the interpreter and the Deaf individual play more complex roles, suggesting the possibility that they possess their own PCK. This finding challenges the notion that PCK is exclusively individual, according to the refined consensus model.

引用

页码：129 / 148

页数：20