Integrated Science Teachers' Pedagogical Content Knowledge

Abstract

This study was designed to investigate the Pedagogical Content Knowledge of Integrated Science teachers. The explanatory sequential mixed method design was used in this study. This is due to the fact that the study was of quantitative priority where greater emphasis was placed on the quantitative method while the qualitative method played a secondary role. The research was carried out in four circuits and eight Junior High School selected at random from these circuits in the Atebubu-Amantin Municipality. The sample comprised fifteen (15) Integrated Science teachers. The instruments used were questionnaire and observation schedule. Cronbach alpha (α) value questionnaire was found to be 0.72. The results showed that the Integrated Science teachers lacked consistency among the components of Pedagogical Content Knowledge (that is, knowledge of Integrated Science Curriculum, knowledge of students understanding of Integrated Science, knowledge about instructional strategies for teaching Integrated Science and knowledge about assessment in Integrated Science) discussed in this study. It was recommended that In-service trainings and courses be organised regularly for the Integrated Science Teachers at the Junior High School in the Atebubu-Amantin Municipality on ways of improving their Pedagogical Content Knowledge.