Basic School Integrated Science Teachers’ Pedagogical Content Knowledge and Its Usefulness in Their Lessons Delivery

Abstract

The study investigated basic school integrated science teachers’ pedagogical content knowledge and its usefulness in their lesson’s delivery. The study was carried out within basic schools in the Kassena Nankana Municipality. Two research questions were formulated for the study. Purposive sampling technique was adopted for the study. 100 integrated science teachers were sampled for the study. Self-developed questionnaire was formulated and used for collecting data from the participants. The reliability of the items was determined using Cronbach alpha coefficient of reliability. The data collected were analysed using descriptive (mean, percentage and standard deviation) and inferential statistics (ANOVA). The results of the study proved that integrated science teachers PCK play a very significant role in their lessons delivery. The results of the study also indicated that peer observation and mentoring, professional upgrading, observation visits to other schools, individual and collaborative research and workshops are the major key policies capable of improving integrated science teachers PCK. Based on the findings, it was therefore recommended that in-service training should be organised frequently for teachers at the basic level, Ghana Education Service and Ministry of Education should increase the quota for study leave with pay for integrated science teachers at the basic level and newly trained teachers should be given mentorship by experienced teachers.