School Research in Heritage Education: Science Teacher's Specialised Knowledge in a Field Trip
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| Title: | School Research in Heritage Education: Science Teacher's Specialised Knowledge in a Field Trip |
|---|---|
| Language: | English |
| Authors: | Mireia Illescas-Navarro (ORCID |
| Source: | Journal of Pedagogical Research. 2025 9(5):98-120. |
| Availability: | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Science Teachers, Secondary School Teachers, Case Studies, Field Trips, Specialization, Pedagogical Content Knowledge, Science Education, Heritage Education, Earth Science, Field Instruction |
| Geographic Terms: | Spain |
| ISSN: | 2602-3717 |
| Abstract: | The purpose of the research was to detect elements of specialised knowledge of an experimental sciences teacher in the design and implementation of a field trip in Secondary Education in order to draw pedagogical implications in initial teacher training. We developed a case study of a science teacher who carried out an educational intervention about heritage through a field trip. An interview and the field book design were used as instruments for data collection. Data were analysed using content analysis guided by a theoretical and methodological model of the specialized knowledge of teachers who teach experimental sciences, mathematics and social sciences. The results showed that the teacher has in-depth Content Knowledge, which allows him to characterise the river, an ecosystem and research in a heritage environment, as well as Pedagogical Content Knowledge using specific resources, methodological strategies and activities to teach science in Secondary Education. From these results, a series of implications have been drawn, such as the importance of an in-depth content knowledge related to topics to be taught and an interdisciplinary teacher training. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489467 |
| Database: | ERIC |
| Abstract: | The purpose of the research was to detect elements of specialised knowledge of an experimental sciences teacher in the design and implementation of a field trip in Secondary Education in order to draw pedagogical implications in initial teacher training. We developed a case study of a science teacher who carried out an educational intervention about heritage through a field trip. An interview and the field book design were used as instruments for data collection. Data were analysed using content analysis guided by a theoretical and methodological model of the specialized knowledge of teachers who teach experimental sciences, mathematics and social sciences. The results showed that the teacher has in-depth Content Knowledge, which allows him to characterise the river, an ecosystem and research in a heritage environment, as well as Pedagogical Content Knowledge using specific resources, methodological strategies and activities to teach science in Secondary Education. From these results, a series of implications have been drawn, such as the importance of an in-depth content knowledge related to topics to be taught and an interdisciplinary teacher training. |
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| ISSN: | 2602-3717 |
