Discussing Paths Trodden by PCK: an Invitation to Reflection

  • Stefannie de Sá Ibraim
  • Rosária JustiEmail author


Some researchers have investigated teachers’ pedagogical content knowledge (PCK) concerning scientific practices. However, from a review of the literature on the PCK construct and its use for characterising teachers’ knowledge of scientific practices, as well as from a discussion of possible interpretations that emerge from the derived construct PCK of scientific practices, this paper discusses the current complexity of PCK from an analysis of the paths that have been taken in the last few decades. From this, we (i) raise some points and questions aiming at fostering reflections on the use of the PCK construct to characterise teachers’ knowledge related to scientific practices and (ii) emphasise the need to think about alternative models for this purpose. Thus, one of the contributions of this paper is to emphasise the need for further studies aiming at characterising teaching knowledge in domains of scientific practices.


Teachers’ knowledge PCK Scientific practices 



The authors thank CNPq and CAPES, Brazil, for their personal grants.


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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Instituto de Química, Campus Universitário Darcy RibeiroUniversidade de BrasíliaBrasíliaBrazil
  2. 2.Departamento de QuímicaUniversidade Federal de Minas GeraisBelo HorizonteBrazil

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