Contemporary Dialogue

Abstract

This research study attempts to examine the Pedagogical Content Knowledge (PCK) of science teachers in an alternative school. This study deep dives into how teachers transform the content knowledge of science into meaningful learning experiences for their students. Using a qualitative research design and drawing on observations from the classroom setup, semi-structured interviews, lesson plans created, worksheets, and reflective notes of science teachers (across middle and high school), the paper draws its findings and conclusions.
The conceptual framework is based on the PCK model of Magnusson et al. (1999), along with the component of knowledge of resources proposed by Lee and Luft (2008). Upon a deep dive into the subject, one learns that science teachers in the alternative school under examination not only relied on textbook-based instruction, but their success heavily came from child-centred pedagogy, inquiry, hands-on activities, project-based learning, differentiated support, reflective assessment, and the use of varied classroom and community resources. It was also seen that with the increase in the number of years of teaching experience, the teachers’ PCK developed and did not remain static.