<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2016000100052</article-id>
<article-id pub-id-type="doi">10.1016/j.eq.2015.09.004</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Getting to the CoRe of it: A review of a specific PCK conceptual lens in science educational research]]></article-title>
<article-title xml:lang="es"><![CDATA[Conociendo "CoRe": revisión de un concepto específico de investigación en ciencias de la educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lehane]]></surname>
<given-names><![CDATA[Louise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bertram]]></surname>
<given-names><![CDATA[Adam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Limerick  ]]></institution>
<addr-line><![CDATA[Limerick ]]></addr-line>
<country>IE</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,RMIT University  ]]></institution>
<addr-line><![CDATA[Melbourne ]]></addr-line>
<country>AU</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>52</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2016000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2016000100052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2016000100052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Since its introduction, pedagogical content knowledge (PCK) has been widely written about in the science education research literature. It has served as an alluring concept amongst many of the discussions on the teaching and learning of science. This paper reviews and draws together empirical research on a specific PCK lens, consisting of two tools: a Content Representation (CoRe) and Pedagogical and Professional Experiences Repertoires (PaP-eRs). Both tools were originally developed by Loughran et al. (2006) and have since been used by a variety of educational researchers and practitioners within their own contexts. This paper seeks to present how CoRes and PaP-eRs have helped conceptualise and advance PCK research, including the impact this has had on the professional practice of teachers. This paper, in so doing, also demonstrates how this PCK lens can facilitate effective teaching and learning in science education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Desde su aparición, la expresión conocimiento didáctico del contenido (PCK, por sus siglas en inglés) ha sido ampliamente citada en la literatura sobre investigación en las ciencias de la educación, y ha protagonizado muchos de los debates sobre la enseñanza y el aprendizaje de las ciencias. Este artículo revisa y perfila con una mirada específica los PCK, que constan de 2 herramientas: una representación del contenido (CoRe), y un repertorio de experiencias profesionales y pedagógicas (Pap-eRs). Ambas herramientas fueron desarrolladas originalmente por Loughran et al. (2006), y desde entonces han sido empleadas por muchos investigadores y docentes en su contexto particular. El objetivo del presente artículo es mostrar cómo el uso de CoRes y PaP-eRs ha ayudado a conceptualizar y avanzar en la investigación del PCK, incluyendo el impacto que este ha tenido en la práctica profesional de los docentes. Al hacerlo, también se muestra cómo el PCK puede facilitar una enseñanza y un aprendizaje eficaz en educación científica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Pedagogical content knowledge]]></kwd>
<kwd lng="en"><![CDATA[Content Representation]]></kwd>
<kwd lng="en"><![CDATA[Science teaching and learning]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento didáctico del contenido]]></kwd>
<kwd lng="es"><![CDATA[Representación de un contenido]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje y enseñanza de las ciencias]]></kwd>
</kwd-group>
</article-meta>
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