<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Coelho, T</style></author><author><style face="normal" font="default" size="100%">Rocha, H.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Forging interdisciplinary paths: Teachers' professional knowledge on disciplinary articulation - Trilhando caminhos interdisciplinares: Conhecimento profissional dos professores sobre a articulação disciplinar</style></title><secondary-title><style face="normal" font="default" size="100%">SIEM 2024</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year></dates><urls><related-urls><url><style face="normal" font="default" size="100%">https://docentes.fct.unl.pt/sites/default/files/hcr/files/2024_siem_coelho_rocha.pdf</style></url></related-urls></urls><publisher><style face="normal" font="default" size="100%">APM</style></publisher><pub-location><style face="normal" font="default" size="100%">Caldas da Rainha</style></pub-location><pages><style face="normal" font="default" size="100%">1-12</style></pages><abstract><style face="normal" font="default" size="100%">&lt;p&gt;The challenges of disciplinary integration in teaching practice, especially in the implementation of tasks that promote interdisciplinary approaches, highlight the importance of teachers' professional knowledge in this process. Using a naturalistic approach, this study aims to characterize the professional knowledge of a physics teacher when adopting an interdisciplinary approach using technology. The results of the research revealed that the teacher mobilizes different types of knowledge, showing a differentiated knowledge of the most appropriate mathematical application to teach a given piece of content, and knowledge of how pedagogical strategies can be aided through different applications using technology.&lt;/p&gt;
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