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RESUMEN En este artículo se lleva a cabo una revisión descriptiva de la literatura que permite dar a conocer qué es el Conocimiento Didáctico del Contenido -CDC- en ciencias y qué se ha investigado sobre el mismo. En concreto, se analiza: a) cómo se define, qué características tiene y cómo se ha determinado en los profesores; b) su relación con el conocimiento de la materia a enseñar y con el aprendizaje de los estudiantes; c) cómo se ha utilizado en la formación y evaluación del profesorado; y d) en qué temas científicos se ha estudiado. Se concluye que el CDC se perfila como una herramienta fundamental para mejorar la calidad de la formación del profesorado. ABSTRACT This paper gives a descriptive overview of the literature related to Pedagogical Content Knowledge - PCK - in the sciences. It is expected that this review can contribute to a better understanding of PCK, pointing out what has been investigated about this concept. Specifically, we analyze: a) how PCK is defined, what are its main features and how it has been appropriated by teachers; b) the relationship between PCK, knowledge of the contents to be taught and students learning; c) how PCK was actually used in teachers’ training and teachers’ evaluation; and, d) the scientific areas in which PCK has been studied. It concludes that PCK is an essential tool for improving the quality of teacher training. RÉSUMÉ Cet article procède à une révision descriptive de la littérature sur la Connaissance Pédagogique du Contenu - CPC - en sciences. L’analyse porte sur: a) comment est définie la CPC, quels en sont les caractéristiques principales et comment les professeurs l´ont determinée; b) son rapport avec la maitrise des contenus et les acquis des étudiants; c) comment a été utilisée la CPC dans la formation et l’évaluation des enseignants; et d) les sujets scientifiques où la CPC a été abordée. La conclusion indique que la CPC offre un outil crucial pour améliorer la qualité de la formation des enseignants. RESUMO Neste artigo é efetuada uma revisão descritiva da literatura sobre o Conhecimento Pedagógico do Conteúdo - CPC - em ciências e sobre a pesquisa realizada sobre o tema. Em suma, analisa-se o seguinte: a) como é definido, quais são suas principais características e a forma como o CPC foi determinado entre os professores; b) sua relação com o conhecimento da matéria a ser ensinada e a aprendizagem dos estudantes; c) como ele foi utilizado para a formação e a avaliação de professores; e d) os tópicos científicos em que o CPC tem sido estudado. Conclui-se que o CPC perfila-se como uma ferramenta fundamental para melhorar a qualidade da formação dos professores.

The present study focused on the knowledge about the nature of science and the question of the extent to which this knowledge could be explained by employing scientific knowledge, as well as attitudes towards science learning. We obtained data from 171 Spanish pre-service primary school teachers on their knowledge about: a) science concepts, b) science process skills, c) the nature of science (that was split into science construction and validation and the role and function of scientific models), and d) their attitudes towards science learning. Quantitative and qualitative analyses provided interesting results: a) there were significant correlations between any pair of scores of conceptual knowledge, procedural knowledge and attitudes towards science learning; b) knowledge of scientific models elaboration and validity was significantly predicted by scientific conceptual knowledge; c) knowledge of science construction and validation was not predicted by scientific knowledge (concepts and processes) or attitudes; d) only 22.7% of all the participants showed coherent ideas aligned with the currently accepted scientific epistemology; and e) having vast scientific knowledge (concepts and processes) and also good attitudes toward science learning did not guarantee correct ideas regarding science construction and scientific models. We conclude that specific content about the nature of science should be explicitly included in pre-service teachers’ curricula, as it is not implicitly provided by other types of scientific content. Key words: features of working science; prospective elementary teachers; science views; studying science; understanding of science. --- Ovo istraživanje bavi se znanjem o prirodi znanosti (NOS), pitanjem mjere u kojoj se to znanje može objasniti preko znanja o znanosti i stavovima o ucenju o znanosti. Prikupili smo podatke od 171 studenta nastavnickog smjera u Spanjolskoj o njihovu znanju o: a) znanstvenim pojmovima, b) vjestinama proucavanja prirodnih znanosti, c) prirodi znanosti (koja je podijeljena na konstrukciju i validaciju znanosti i na ulogu i funkciju znanstvenih modela) i d) njihovim stavovima o ucenju znanosti. Kvantitativne i kvalitativne analize donijele su zanimljive rezultate: a) postoje znacajne korelacije među parovima rezultata u konceptualnom znanju, proceduralnom znanju i stavovima o ucenju znanosti; b) znanje o izradi i valjanosti znanstvenih modela moglo se znacajno predvidjeti konceptualnim znanjem o znanosti; c) znanje o konstrukciji i validaciji znanosti nije se predvidjelo znanjem o znanosti (znanstvenim pojmovima i procesima) ili stavovima; d) samo 22,7 % svih sudionika imalo je logicne ideje u skladu s trenutno prihvacenom znanstvenom epistemologijom; e) posjedovanje velikog znanja o znanosti (znanstvenim pojmovima i procesima) i dobri stavovi o ucenju o znanosti nisu jamcili tocne ideje u vezi s konstrukcijom znanosti i znanstvenih modela. Zakljucujemo da bi se specificni sadržaji o prirodi znanosti trebali eksplicitno ukljuciti u obrazovne kurikule buducih nastavnika, jer nikakvi drugi sadržaji takve specificne sadržaje ne mogu obraditi implicitno. Kljucne rijeci: obilježja prakticne znanosti; buduci nastavnici; pogledi na znanost; proucavanje znanosti; razumijevanje znanosti.

The present study focused on the knowledge about the nature of science and the question of the extent to which this knowledge could be explained by employing scientific knowledge, as well as attitudes towards science learning. We obtained data from 171 Spanish pre-service primary school teachers on their knowledge about: a) science concepts, b) science process skills, c) the nature of science (that was split into science construction and validation and the role and function of scientific models), and d) their attitudes towards science learning. Quantitative and qualitative analyses provided interesting results: a) there were significant correlations between any pair of scores of conceptual knowledge, procedural knowledge and attitudes towards science learning; b) knowledge of scientific models elaboration and validity was significantly predicted by scientific conceptual knowledge; c) knowledge of science construction and validation was not predicted by scientific knowledge (concepts and processes) or attitudes; d) only 22.7% of all the participants showed coherent ideas aligned with the currently accepted scientific epistemology; and e) having vast scientific knowledge (concepts and processes) and also good attitudes toward science learning did not guarantee correct ideas regarding science construction and scientific models. We conclude that specific content about the nature of science should be explicitly included in pre-service teachers’ curricula, as it is not implicitly provided by other types of scientific content., Ovo istraživanje bavi se znanjem o prirodi znanosti (NOS), pitanjem mjere u kojoj se to znanje može objasniti preko znanja o znanosti i stavovima o učenju o znanosti. Prikupili smo podatke od 171 studenta nastavničkog smjera u Španjolskoj o njihovu znanju o: a) znanstvenim pojmovima, b) vještinama proučavanja prirodnih znanosti, c) prirodi znanosti (koja je podijeljena na konstrukciju i validaciju znanosti i na ulogu i funkciju znanstvenih modela) i d) njihovim stavovima o učenju znanosti. Kvantitativne i kvalitativne analize donijele su zanimljive rezultate: a) postoje značajne korelacije među parovima rezultata u konceptualnom znanju, proceduralnom znanju i stavovima o učenju znanosti; b) znanje o izradi i valjanosti znanstvenih modela moglo se značajno predvidjeti konceptualnim znanjem o znanosti; c) znanje o konstrukciji i validaciji znanosti nije se predvidjelo znanjem o znanosti (znanstvenim pojmovima i procesima) ili stavovima; d) samo 22,7 % svih sudionika imalo je logične ideje u skladu s trenutno prihvaćenom znanstvenom epistemologijom; e) posjedovanje velikog znanja o znanosti (znanstvenim pojmovima i procesima) i dobri stavovi o učenju o znanosti nisu jamčili točne ideje u vezi s konstrukcijom znanosti i znanstvenih modela. Zaključujemo da bi se specifični sadržaji o prirodi znanosti trebali eksplicitno uključiti u obrazovne kurikule budućih nastavnika, jer nikakvi drugi sadržaji takve specifične sadržaje ne mogu obraditi implicitno.