Pedagogical Content Knowledge: An investigation of Teachers’ Perception for Teaching Chemistry Core Competencies in Senior Secondary Schools

 

Background

Teachers play a major role in enhancing students’ understanding of chemistry. It is therefore important that teachers structure chemistry lessons to enhance meaningful learning.  Pedagogical content knowledge (PCK) is a vital component of teachers’ knowledge base for teaching. Studies have shown that effective teachers tend to be vast in the use of PCK for planning and implementing their teaching activities. This study, therefore, investigates teachers’ perceptions of PCK for teaching chemistry core competencies in senior secondary schools.