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Quansah, R. E., Sakyi-Hagan, N. A., & Essiam, C. (2019). Challenges affecting the teaching and learning of integrated science in rural junior high schools in Ghana. Science Education International, 30(4), 329-333.

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Article

Pedagogical Content Knowledge of Integrated Science Teachers and Its Impact on Their Instructional Practice

1Department of Integrated Science Education, University of Education, Winneba. P.O. Box 25, Winneba – Ghana West Africa

2Department of Health Administration and Education, University of Education, Winneba. P.O. Box 25, Winneba – Ghana West Africa

3Department of Agricultural Science Education, University of Education, Winneba. P.O. Box 25, Winneba – Ghana West Africa

4Department of Science, Baidoo Bonsoe Senior High Technical School, P.O. Box 23, Agona Nkwanta – Western Region – Ghana West Africa


American Journal of Educational Research. 2022, Vol. 10 No. 7, 439-443
DOI: 10.12691/education-10-7-2
Copyright © 2022 Science and Education Publishing

Cite this paper:
Collins Owusu-Fordjour, Charles Kwesi Koomson, Stephen Annan Twumasi, Michael Afari Baidoo, Prosper Deo-Donne Lumor, Napthali Mensah, Elizabeth Konadu. Pedagogical Content Knowledge of Integrated Science Teachers and Its Impact on Their Instructional Practice. American Journal of Educational Research. 2022; 10(7):439-443. doi: 10.12691/education-10-7-2.

Correspondence to: Collins  Owusu-Fordjour, Department of Integrated Science Education, University of Education, Winneba. P.O. Box 25, Winneba – Ghana West Africa. Email: cofordjour@uew.edu.gh

Abstract

The impact of science instructors' Pedagogical Content Knowledge (PCK) on educational practice was studied in this study. Synthesis of a teacher's subject knowledge and pedagogical skill is described as PCK. The study's goal was to see if there was a link between Ghanaian science instructors' PCK and classroom practices. This research employed a descriptive survey approach. Eighty (80) teachers were randomly recruited and data was collected using a standardized questionnaire. Simple percentages and charts were used to organize and illustrate the data. It was revealed that subject matter understanding varies depending on a teacher's level of education. Experienced teachers, on the other hand, demonstrated greater pedagogical expertise and were better able to improve academic achievement than inexperienced teachers. The formal education of a teacher was a strong predictor of their knowledge and ability in the classroom. According to the findings of this study, teachers' pedagogical and subject-matter knowledge are crucial for effective science instruction and student comprehension.

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