@article {1313,
	title = {LIMITATIONS OF TEACHING AND LEARNING REDOX: A SYSTEMATIC REVIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {698-718},
	abstract = {Redox reactions are considered one of the most difficult chemistry subjects to teach and learn. However, this is an important content that permeates several topics and includes many everyday life-related phenomena. To understand the teaching and learning difficulties of the {\textquoteleft}redox reactions{\textquoteright} topic, a systematic literature review was conducted. Initially, 318 articles were mapped, between the years 2000 to 2019, related to the teaching of redox reactions. The inventoried articles were analyzed to identify, in their results, the aforementioned difficulties. Only 54 presented difficulties related to teaching and learning redox reactions. To analyze these articles, the year of publication, the conceptual/procedural difficulties resulting from the study, the researched participants, and the strategies used throughout the data collection were adopted as categories. As a result, the main participants of the investigations were students. It was observed that the research studies favored bachelor degree as the level of education. Moreover, most of the analyzed studies mainly proposed experimentation as teaching strategy for teaching redox reactions. This study points to the need for continuing education courses for chemistry teachers to discuss emerging difficulties, in addition to proposing teaching strategies to remedy these difficulties.},
	keywords = {education proposals, learning difficulties, redox reactions, state of the art},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.698},
	url = {http://oaji.net/articles/2020/457-1600951544.pdf},
	author = {Luciane F. Goes and Keysy S. C. Nogueira and Carmen   Fernandez}
}
@article {1108,
	title = {THE RELIABILITY OF AN INSTRUMENT TO MEASURE TEACHER KNOWLEDGE FROM THE PERSPECTIVE OF LEARNERS IN THE CONTEXT OF PIBID},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-86},
	abstract = {This research sought to analyze the reliability of an instrument to measure teacher knowledge of a group of pre-service chemistry teachers participating in the Institutional Program for Scholarships for Beginner Teachers in Brazil (PIBID).. Thus, it was analyzed  the evaluation of a group of students about the Pedagogical Content Knowledge (PCK) of five pre-service chemistry teachers from the program. Accordingly, an instrument containing 28 statements and an open question was applied to a group of 70 students from a public school to whom the pre-service teachers had applied their didactic proposals. The purpose of the instrument was to measure the perception of the students{\textquoteright} about the components of the teacher knowledge (Subject Matter Knowledge - SMK, Instructional Representation and Strategies - IRS, Instructional Objective and Context - IOC and Knowledge of Students{\textquoteright} Understanding - KSU) of the pre-service teachers. The results of the analysis revealed that the instrument about teacher{\textquoteright}s knowledge has a high reliability based on the alpha Cronbach values. The results of the alpha coefficient for the pre-service teachers were all above 0.9 suggesting that the instrument is reliable and has consistent measurements. Regarding to the exploratory analysis, the main scale in the PCK evaluation of the undergraduates was four which means that the students consider that the aspects related to the SMK, IRS, IOC and KSU are frequently present in the classes of the future teachers.},
	keywords = {instrument reliability, PCK, PIBID, redox reactions, teaching knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.69},
	url = {http://oaji.net/articles/2017/457-1519988181.pdf},
	author = {Keysy S. C. Nogueira and Carmen   Fernandez}
}
@article {906,
	title = {KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS{\textquoteright} TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {79-100},
	abstract = {In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has {\textquotedblleft}knowledge base{\textquotedblright}, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers{\textquoteright} professional knowledge and it has been widely used in the literature about teachers{\textquoteright} knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed.},
	keywords = {knowledge base of teaching, pedagogical content knowledge, professional knowledge, Teachers{\textquoteright} education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.79},
	url = {http://oaji.net/articles/2015/457-1421876658.pdf},
	author = {Carmen   Fernandez}
}
@article {938,
	title = {KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-127},
	abstract = {Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools{\textquoteright} educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students{\textasciiacute} higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers.},
	keywords = {chemistry teacher education, knowledge base of teaching, pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.124},
	url = {http://oaji.net/articles/2015/457-1423570850.pdf},
	author = {Marina Miyuko Akutagawa Tacoshi and Carmen   Fernandez}
}
@article {845,
	title = {FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {57-73},
	abstract = {In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers{\textasciiacute} writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR{\textasciiacute}s) were used to document and to describe teachers{\textquoteright} PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers{\textquoteright} PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers{\textquoteright} PCK.},
	keywords = {pedagogical content knowledge, teacher{\textquoteright}s knowledge, teacher{\textquoteright}s professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.57},
	url = {http://oaji.net/articles/2014/457-1420055017.pdf},
	author = {Gildo   Girotto J{\'u}nior and Carmen   Fernandez}
}
