Influence of Chemistry Teachers’ Pedagogical Content Knowledge on Classroom Practices

• Javed Khan

  Author

Effective teaching in chemistry requires not only mastery of content but also the ability to convey concepts in ways that enhance student understanding. This study explores the impact of Chemistry teachers’ Pedagogical Content Knowledge (PCK) on their classroom practices. Using a mixed-method approach, data were collected from 80 secondary school chemistry teachers through structured questionnaires and classroom observations. The findings indicate a strong correlation between high levels of PCK and the use of innovative teaching strategies, conceptual explanations, and student-centered learning activities. Teachers with limited PCK often relied on rote teaching methods and lacked strategies to address student misconceptions. The study highlights the critical role of continuous professional development in strengthening PCK, thereby improving instructional effectiveness. Results underscore the importance of integrating content knowledge with pedagogical skills to foster meaningful learning experiences in chemistry classrooms.

Keywords: Pedagogical Content Knowledge (PCK), Chemistry teaching, Classroom practices, Teacher effectiveness, Secondary education

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