Senior Phase Science Teachers Pedagogic Content Knowledge of the Periodic Table: A Case Study of Selected Schools in KwaZulu-Natal, South Africa

PJH Heeralal, T Dhurumraj

Learner performance in science is cause for concern in South Africa. Science teachers’ pedagogic content knowledge plays a significant role in learner performance. This paper examines teacher pedagogic content knowledge in a key area of the Natural Science curriculum in the Senior Phase of the General Education and Training (GET) band, namely the Periodic Table. Understanding how the periodic table of elements is organized and how to read information from it is fundamental for understanding chemistry [1]. This study forms part of a larger study that compares the pedagogic content knowledge of South African and Zimbabwean teachers concerning the Periodic Table. A qualitative approach was used to collect data from secondary schools science teachers inKwaZulu-Natal. The data indicates that pedagogic content knowledge of teachers concerning the Periodic Table is limited due to factors such as inadequate preparation of lessons by teachers, inappropriate deployment within the school, limited availability of resource materials and support from the department of education. Based on the findings, teachers will be observed teaching lessons on the Periodic Table so that an assessment can be made of their pedagogical content knowledge, in order to design and implement strategies to improve teacher PCK, thus improve teaching and learning of science.