Exploring science teachers’ pedagogical content knowledge based on instructional approaches used to teach force concepts

Teachers use personal pedagogical content knowledge to filter instructional approaches when teaching topics such as force concepts. Understanding teachers’ approaches when teaching is important because it provides a window into teachers’ knowledge base. This interpretive, qualitative multiple-case study aims to understand three physics teachers’ pedagogical content knowledge by examining their approaches to teaching force concepts. Data were collected through classroom observations, analysis of lesson plan books and post-observation interviews revealed that the teachers explained concepts with illustrations; described experiments and made demonstrations and teacher-dominated whole-class discussions. Although teachers’ lesson plans didn’t reveal pedagogical approaches, they demonstrated knowledge of science curriculum; how students understand science including instructional and assessment strategies. These findings imply that teachers’ lack of reflection-on practice may result in low-quality instruction and low students’ performance. It was concluded that teaching experience mediates teachers’ knowledge of relevant examples, questions to ask and activities to do.