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En este estudio exploratorio se evalúa el conocimiento didáctico del contenido (CDC) sobre pilas galvánicas de profesores de secundaria en formación y en ejercicio. Además, este conocimiento se ha relacionado con los enfoques de enseñanza que prefieren. Para este propósito, se ha adaptado el instrumento CoRe de Loughran, Mulhall y Berry (2004) considerando dos situaciones: pila Daniell y pila voltaica simple. La muestra se compuso de 25 profesores en formación y de 15 profesores en ejercicio. El análisis de los resultados obtenidos hasta ahora sugiere que, en primer lugar, el CDC de los profesores de secundaria sobre pilas galvánicas no es el deseable; en segundo lugar, el CDC de los profesores en ejercicio parece significativamente mejor que el de los profesores en formación, y finalmente, no se observan diferencias significativas entre ambos grupos de profesores en las metodologías de enseñanza preferidas., En aquest estudi exploratori s'avalua el coneixement didàctic del contingut (CDC) sobre piles galvàniques de professors de secundària en formació i en exercici. A més, aquest coneixement s'ha relacionat amb els enfocaments d'ensenyament que prefereixen. Per a aquest propòsit, s'ha adaptat l'instrument CoRe de Loughran, Mulhall i Berry (2004) considerant dues situacions: pila Daniell i pila voltaica simple. La mostra es va compondre de 25 professors en formació i de 15 professors en exercici. L'anàlisi dels resultats obtinguts fins ara suggereix que, en primer lloc, el CDC dels professors de secundària sobre piles galvàniques no és el desitjable; en segon lloc, el CDC dels professors en exercici sembla significativament millor que el dels professors en formació, i finalment, no s'observen diferències significatives entre tots dos grups de professors en les metodologies d'ensenyament preferides., In this exploratory study pre-service and in-service high school teachers’ pedagogical content knowledge (PCK) in galvanic cells is assessed. In addition, this knowledge has been related to the instructional approaches they prefer. A written questionnaire, adapted from the Loughran, Mulhall, and Berry’s CoRe instrument (2004), considering two different situations (Daniell cell and simple voltaic cell), has been used for this purpose. The sample made up of 25 pre-service teachers and 15 in-service teachers. The analysis of the results achieved so far suggest that: a) high school teachers’ PCK on galvanic cells is not a desirable knowledge; b) in-service teachers seems to have a significantly better PCK than pre-service teachers; and c) there seem to be no significant differences in preferred teaching approaches between the two groups of teachers.

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.

En este trabajo se estudian las relaciones existentes entre estructura de conocimiento conceptual, memoria de trabajo, nivel académico y comprensión de un texto de ciencias. A estudiantes de 4º de ESO y 2º de Bachillerato se les determinó la capacidad de su memoria de trabajo mediante el test de Daneman y Carpenter. A continuación, leyeron un texto y a partir de él elaboraron un mapa conceptual. Por último, se les administró un cuestionario de comprensión del texto. Los resultados revelan que: a) el nivel académico genera diferencias significativas en el test de memoria de trabajo, y en las puntuaciones del mapa conceptual y cuestionario de comprensión textual; b) las correlaciones entre las puntuaciones de las tres pruebas anteriores han resultado ser elevadas y significativas; c) las puntuaciones del mapa conceptual y del test de memoria de trabajo son predictores significativos de la puntuación del cuestionario de comprensión., In this paper we present a descriptive research that shows the relationships between conceptual knowledge structure, working memory, academic level and science text comprehension. High school students (10th and 12th grade students) have participated in this research. Students’ working memory capacity was measured by means of the Daneman and Carpenter’s test. Next, the students read a science text, and starting from the textual information, they constructed a concept map. Finally, they carried out a reading comprehension test. Results indicate that: a) the academic level produces significant differences in working memory, concept map, and reading comprehension tests scores; b) high and significant correlations have been found between the scores of these last three tests; c) concept map and memory working tests scores are significant predictors of reading comprehension test scores.