Resumo

FARRE, Andrea S.  e  LORENZO, M. Gabriela. To not keep reinventing the wheel: The pedagogical knowledge in use about aromatic compounds. Educ. quím [online]. 2014, vol.25, n.3, pp.304-311. ISSN 0187-893X.

Aromatic compound's pedagogical knowledge was documented. Discourse analysis was chosen as methodological strategy in order to the study Pedagogical Content Knowledge (PCK) in use in classroom situation by university organic chemistry teachers. The results showed that for this group of teachers teaching reaction mechanism was more important than teaching aromaticity concept. They therefore spent more time, used more communication strategies, and employed different teaching theories in use. So, the discourse analysis proved to be a powerful tool to investigate the PCK in use that allows us to learn more about classroom practices.

Palavras-chave : Pedagogical Content Knowledge; benzene; reaction mechanism; college teaching; discourse analysis.