What knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school

Mireia Illescas-Navarro 1 2 * , Yolanda González-Castanedo 1 2, María Ángeles de las Heras Pérez 1 2, Nuria Climent Rodríguez 1 2
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1 Department of Integrated Didactics, University of Huelva, Huelva, SPAIN
2 COIDESO Research Center on Contemporary Thought and Social Development at the University of Huelva, SPAIN
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 1, pp. 27-40. https://doi.org/10.30935/scimath/15873
Published: 26 January 2025
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ABSTRACT

Teacher knowledge is vital to provide meaningful learning opportunities. In this case study, a secondary education teacher’s knowledge about how to teach the concept of ecosystems from a river is explored. A category system drawn from the literature about science teacher knowledge was used for the analysis. Science teaching requires teachers to have content and pedagogical content knowledge. The identification of these knowledge elements and their relationships has allowed to draw didactic implications so as to improve science teacher training.
Keywords: knowledge, teacher education, ecosystem, secondary education

CITATION

Illescas-Navarro, M., González-Castanedo, Y., de las Heras Pérez, M. Á., & Climent Rodríguez, N. (2025). What knowledge do science teachers need to teach the ecosystem concept using a river? Didactic implications to promote good practices in secondary school. European Journal of Science and Mathematics Education, 13(1), 27-40. https://doi.org/10.30935/scimath/15873

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