Exploring the use of Pedagogical Content Knowledge (PCK) by Physics Teachers in Central Bhutan

Abstract

This research explored the use of Pedagogical Content Knowledge (PCK) by Physics teachers in teaching grade 10. The study employed a qualitative research design. The tools used were semi-structured interviews, class observation and document (lesson plan) analysis with teachers. The qualitative data were analyzed based on predetermined themes. The main findings of this study revealed that the teacher displayed adequate use of PCK, in the form of content knowledge and knowledge of teaching strategies to teach two topics of force and motion (gravitational force and gravitational field). However, they displayed limited knowledge of learners’ misconceptions on the topic and the use of alternative teaching strategies for learners with difficulty. Further, it was found that the teachers used social networks, lesson observations, and lesson review to enhance their PCK in Physics.