DOCUMENTATION OF THE PEDAGOGICAL AND TECHNOLOGICAL CONTENT KNOWLEDGE OF AN EXEMPLARY CHEMISTRY TEACHER DURING THE IMPLEMENTATION OF A LEARNING OBJECT

The main purpose of this study was to document the Technological and Pedagogical Content Knowledge of an exemplary chemistry teacher when implementing the Learning Object, when we use different concentration units. It was a qualitative research by case study modality. In order to give reliability to the results, data was collected through documentary sources such as narrative stories, videos of the classes, non-participant observation and student work. This research produced a huge amount of information, which was analyzed from the perspective of grounded theory, generating four categories, namely: (1) General pedagogy in conjunction with linguistic skills and quantitative relationships mediate the understanding of the phenomenon units of concentration; (2) The teaching of the topic solubility a means to develop the competencies demanded by the current knowledge society; (3) The principle of intertextuality, a fundamental element to represent the topic of concentration units; and (4) The teaching of concentration units linked to formative evaluation and tests of a standardized nature. The theoretical development of these categories was translated into the narrative accounts of professional and pedagogical experiences (PaP-eR), which represented the reasoning processes and pedagogical actions carried out by the exemplary teacher during the implementation of the Learning Object.