Loading...
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 280.95 KB | Adobe PDF |
Advisor(s)
Abstract(s)
This study examines the pedagogical content knowledge (PCK) of pre-service primary teachers enrolled in a two-year master's program in Primary Education (1st to 6th grades) with a specialization in Mathematics and Sciences. The primary objective is to investigate changes in their PCK regarding interdisciplinarity in science and mathematics following participation in a lesson study. This paper corresponds to an exploratory phase of the study, focusing on the analysis of PCK prior to the implementation of the lesson study. Data was collected through an open-ended questionnaire administered before the lesson study. This questionnaire aimed to capture the specificity of pre-service teachers’ understanding of interdisciplinarity by exploring their knowledge and examples of activities that promote the integration of these two areas. Preliminary results indicate that initially, the pre-service teachers possessed a limited perspective on interdisciplinarity, characterized by uneven connections between science and mathematics. There was a
significant emphasis on content, primarily focusing on knowledge to be explored interdisciplinarily, with less attention given to skills and attitudes. Mathematics was predominantly integrated through data processing within sciences activities. Furthermore, only a few participants viewed interdisciplinarity as a meaningful integration, where both disciplines collaborate to support one another, thereby enabling unique learning experiences.
Description
Keywords
Interdisciplinarity Pre-service primary teachers Lesson study Pedagogical content knowledge
Pedagogical Context
Citation
Ferreira, S., Simões, H., Delgado, C., & Mendes, F. (2025). Exploring pre-service primary teachers’ pedagogical content knowledge of interdisciplinarity in science and mathematics. In ESERA 2025 Book of Abstracts, Transitions in Science Education (p. 272). Novo Nordisk Foundation (NNF)