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This research results from an Instrumental Case Study, based on the Professional Knowledge (PK) Model, defined by Ball et al. (2008, 2009) for the area of Math. The Ball Modelserved as the basis for building the Model of Content Knowledge for ScienceTeaching, which was used to evaluate the teaching practice of two teachers of Natural Sciences and Mathematics. The study seeks to understand, analyze and discuss the knowledge shown by teachers when dealing with the teaching unit “Cell: unity in the constitution of Living Beings”. Thus, we intend to identify the knowledge enabled teachers when teaching contentsassociated with cells in the classroom and understand how and why such knowledge is present or absent. To analyze the information emerging in the classroom, we use the Modeling Instrument of Monteiro et al. (2008, 2009), which allows the transcriptionof classes, line by line, splitting it into episodes and subepisodes. This division facilitates the identification of the dimensions of teacher's knowledge, according to the Model Knowledge for Science Teaching. As a result, it is clear that the most active knowledge is the Common Content Knowledge (CCK). Finally, the implication of the study for teachers is the awareness about professional knowledge (PK), and pedagogical content knowledge (PCK), the relationships between them, the Model Knowledge for Teaching Science and reflection in the process of teaching. |
