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Pedagogical content knowledge is a form of knowledge that makes science teachers teachers rather than scientists (Gudmundsdottir, 1987a, b). Teachers differ from scientists, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used.
2 Goals. In nowadays moving reality, the term pedagogy-the art or science of being a teacher-refers not only to strategies or styles of instruction but also to the facilitation and management of sustainable transformations, whether individual, social, structural or institutional. The objects and instruments of transformative pedagogies. Transformative pedagogy considers co-evolving social and technical processes from a systemic viewpoint in an evolutionary perspective of education and culture, allowing to build meaning and capacity through community development, support and networking.