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

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DOI:

https://doi.org/10.7203/dces.47.28466

Keywords:

PCK, collective PCK, inclusive education, Deaf, genetics

Abstract

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.

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Author Biographies

Astrid Eliana Cuartas Cuartas, Universidad de Antioquia

Eliana Cuartas Cuartas, Magister en Biologia y candidata a Doctora en Educación; Profesora de la Facultad de Educacion de la Universidad de Antioquia.

Fanny Angulo Delgado, Universidad de Antioquia

Profesora de carrera de la Facultad de Educación, de la Universidad de Antioquia de la Ciudad de Medellín.  Doctora en Didáctica de la Ciencias Experimentales.

Carlos Arturo Soto Lombana, Universidad de Antioquia

Profesor de carrera de la Facultad de Educación, de la Universidad de Antioquia de la Ciudad de Medellín.  Doctor  en Investigación en Didáctica de las Ciencias

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Published

2024-12-30

How to Cite

Cuartas Cuartas, A. E., Angulo Delgado, F., & Soto Lombana, C. A. (2024). Scaffolding or collective PCK? Configuring knowledge for teaching genetics to Deaf students. Didáctica De Las Ciencias Experimentales Y Sociales, (47), 129–148. https://doi.org/10.7203/dces.47.28466
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Didáctica de la Biología

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