Resumo

QUIDIGNO, Raquel de Abreu Fochesato; CAMARGO, Sérgio  e  ZIMER, Tania Teresinha Bruns. An overview of Pedagogic Content Knowledge (PCK) in the natural sciences of early childhood education teachers. Ciência educ. [online]. 2024, vol.30, e24049.  Epub 23-Out-2024. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320240049.

This research aims to explore, systematize, and analyze studies on pedagogical content knowledge (PCK) in the natural sciences, focusing on early childhood education. A qualitative state-of-knowledge analysis was conducted by searching the Periódicos Capes, Scielo, ERIC, Web of Science, and Scopus platforms. A total of 2074 works were found. Among these, only 15 international studies addressed PCK in the natural sciences in early childhood education. During the analysis of the corpus, three categories were constructed: teacher difficulties working with Natural Sciences; theoretical and methodological contributions regarding PCK in Natural Sciences; and research focuses. The development of this state-of-knowledge study helped elucidate the theoretical constructs encompassing the specificities of multidisciplinary teacher training and teachers’ work in Early Childhood Education with Natural Sciences. It also contributes to the development of future research on this topic.

Palavras-chave : Early childhood education; Science teaching; Initial teacher training; Systematized intellectual production; State of knowledge.

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