Pedagogical Content Knowledge Model Research Articles

Technology Integration in Higher Education: The use of Website Design Pedagogy to Promote Quality Teaching and Learning

The integration of technology within higher education, specifically teacher education, has become vital in preparing pre-service teacher for the 21st-century classroom. Literature shows that the integration of technology allows students to engage deeply with content and promote authentic learning. Over two years, pre-service teachers who enrolled for a language education module at a university in South Africa were tasked with designing their own websites using Google Sites – an online, free, collaborative, web-based application that forms part of Google’s G Suite. As part of the website design assignment, they had to include a blog, informative text and a YouTube video explaining a language-teaching-related topic. The study was conducted from an interpretivist paradigm and an embedded mixed-methods research design. The technological pedagogical content knowledge model served as the theoretical framework. Data collected from 214 pre-service teachers revealed that the use of website design pedagogy promoted the integration of different types of knowledge domains, authentic learning and proximal development. The pre-service teachers furthermore reported that the use of website design pedagogy better prepared them for the 21st-century classroom. Challenges that the students experienced included inadequate access to the internet and problems with recording and uploading videos. This study advocates for authentic learning and scaffolding and therefore recommends that higher education institutions integrate technology holistically by adhering to the principles of the technological pedagogical content knowledge model.

Diversity pedagogical content knowledge: a new conceptual framework and assessment across different teacher education programmes

ABSTRACT Previous work on multicultural teaching competence has mainly focused on teachers’ beliefs and attitudes towards ethnocultural diversity. Little attention has been paid to examine the nature of teachers’ ethnocultural diversity knowledge. Drawing upon Shulman’s model of pedagogical content knowledge, this study presents a novel theoretical framework and a performance-based assessment for examining teachers’ ethnocultural diversity knowledge. We collected data from 819 preservice teachers across six teacher education programmes in Belgium, Flanders. Our findings indicate that student teachers in Flanders have limited and low levels of cultural diversity knowledge and there is a significant variation between the mean scores of teacher education programmes. We conclude by arguing that teacher education institutions should make meaningful reforms to develop student teachers’ knowledge base regarding ethnocultural diversity.

Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model.

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.

Improving Pedagogical Content Knowledge (PCK) through a blended model of PCK and action learning

ABSTRACT Pedagogical Content Knowledge (PCK) is a combination of different forms of teaching knowledge necessary to provide students with a meaningful learning experience. This article aims to improve teachers’ PCK by incorporating it into an action learning approach. The authors designed the Blended Model of Reflective PCK (BMRP) to enable teachers to be aware of mistakes, learn from experience, and reflect. An instrument based on this model was also created to facilitate model implementation. Using this model as treatment, empirical data from an experimental study were acquired. This study involved 40 high school teachers from two different boarding schools. Data were obtained using pre-test and post-test. Teachers’ answers were scored using a rubric and then analysed using ANCOVA. The study shows that the BMRP could significantly improve teachers’ PCK.

Enacted Pedagogical Content Knowledge Profiles of Chemistry Teachers

This research focuses on chemistry teachers’ enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCKP, ePCKT, and ePCKR. While ePCKP and ePCKR represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCKT is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers’ ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.

Pedagogical Content Knowledge in Co-Teaching for Special Educators

More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.

Serious Games in High School Mathematics Lessons: An Embedded Case Study in Europe

In this article, we will describe the embedded case study of the European project “E-Magic” carried out within the Erasmus+ project and which involved 12-16 years old students and teachers from three nations: “Acharnes Special Education Vocational School” in Athens (Greece), IIS “L. Da Vinci-Nitti”, a high school in Potenza (Italy), and from Gabinete de Modernizao das Tecnologias Educativas (G.M.T.E.) in Madeira Islands (Portugal). The project is finalized to enhance Mathematical Competencies by Serious Games learning. We carried out both empirical qualitative and quantitative methods to highlight Serious Games’ effectiveness, as a teaching methodology, in motivating students to learn mathematics. We also hypothesize that prompting a strategic way of thinking within a didactical intervention by game-approach could improve students’ proving processes and support them in mathematical thinking production. Rabardel’s cognitive ergonomics and the Technological Pedagogical Content Knowledge model are the lenses for reading educational experiments’ data. Data seems to show that simulation helps students find alternative and creative solutions to problems. Therefore, Serious Games’ use in education promotes significant changes and mental resources activation.

The development of college English teachers’ pedagogical content knowledge (PCK): from General English to English for Academic Purposes

College English teachers’ pedagogical content knowledge (PCK) is subject to change in the transition from the teaching of General English (GE) to that of English for Academic Purposes (EAP). Underpinned by Grossman’s four-dimensional model of PCK, this study aims to investigate the trajectory of PCK development among college English teachers through the transition from GE to EAP in the Chinese context. Adopting a qualitative case study approach, multiple sources of data about three teachers were collected through semi-structured interviews, class observations, and teaching materials. Results show that teachers’ conceptions of the purpose of teaching EAP, as opposed to GE, are fundamental to PCK development. The development of different PCK components was mainly attributed to a variety of informal learning activities, which are insufficient for well-balanced development. Additionally, the development of PCK was hindered by teachers’ limited content knowledge. The findings have significant implications for effective college English teacher development in the transition from GE teaching to EAP teaching.

Teacher Preparation by Universities: Internal Stakeholders Perception of Teacher Education Curriculum Content in Makerere and Kyambogo Universities

Developing a teacher education curricular content is an enduring concern for teacher educators. A continuous method to providing quality teacher education curriculum content discloses the potential for teacher educators to produce high-quality teachers. Drawing on data from twenty teacher educators and sixteen student teachers in public institutions in Uganda, this article explored the perceptions of the teacher education curriculum content held by academic staff and student teachers in public Universities in Uganda. Using Pedagogical Content Knowledge Model as a tentative model of teacher preparation and Constructivism theory as an interpretive framework, the study was guided by one objective namely: (1) to analyze the perception of internal stakeholders about teacher education curriculum content offered in Makerere and Kyambogo Universities. This research adopted a qualitative, multiple case study design that was anchored in the interpretivist paradigm and directed by the social constructivism thinking. Data were collected using semi-structured interviews were participants from twenty teacher educators and sixteen student teachers who were purposively and conveniently selected. It was therefore concluded that both lecturers and student teachers viewed teacher education curriculum content positively viewing it as enabling learners to be equipped with specialized teaching skills, essentially directed towards teaching profession. Thus, recommendations to improve the stakeholder perception of the teacher education curriculum content are made and these include: teacher education curriculum review and the need to design a 21st-century teacher education curriculum by teacher trainers in corroboration with other university units rendering a training service to teacher trainees. This would bridge the gap of the disjointed teacher education curriculum content at Makerere and Kyambogo Universities hence strengthening the building blocks that produce a teacher.

The Impact of the Cooperating Teacher on Master of Arts in Teaching Preservice Science Teachers’ Pedagogical Content Knowledge

ABSTRACT Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs can be critical for their becoming effective in the classroom. Employing a multiple-case study design, this study examined the influence of cooperating teachers (CTs) on their Master of Arts in Teaching (MAT) preservice science teachers’ (PSTs) PCK during student teaching. The pentagon model of PCK for teaching science served as the conceptual framework for this study, capturing the interactions among the components of PCK and other characteristics that each PST exhibited in each observation. Data from observations, interviews, the researcher’s field notes, edTPA materials, lesson plans, and other artifacts and documents were analyzed using three approaches: (1) coding with a priori codes, (2) PCK map approach, and (3) the constant comparative method. Three salient features emerged in regard to the influence of the CT on their MAT PST’s PCK: (1) regardless of the instructional types (i.e., co-teaching or PST lead teaching) the CTs did not greatly impact PSTs’ PCK; (2) the influence of the CT on PCK usually happened during the planning and reflection stages of instruction; and (3) negotiating power dynamics was a priority in the PSTs’ instructional decision making that hindered the development of PCK. Implications of this research suggest that PSTs should be given more autonomy during student teaching with a focus on reflection.

Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge

There is a collective agreement about the necessity of content knowledge (CK) as a prerequisite for pedagogical content knowledge (PCK). However, most PCK models lack explanatory power because of the missing link between CK and PCK. Thus, the study firstly attempts to develop a theoretical model that consists of knowledge of students’ learning difficulty (KSLD) as a plausible pathway between CK and PCK with the conceptual change research entry. Secondly, it tests the causative relationship between CK and KSLD of PCK. The CK for this study constitutes acid rain, as well as the concepts of photosynthesis and cellular respiration. Seventy-three preservice science teachers (PSTs) participated in this study. The study used open-ended surveys and vignette-based individual interviews to measure PSTs’ CK and KSLD, respectively. The results indicate that (1) PSTs’ CK and KSLD are low. (2) There is a significant correlation (p < 0.01) between PSTs’ CK and KSLD. (3) Compared with a low or moderate level, the high level of PSTs’ CK is a significant predictor (p < 0.01) of their KSLD. Qualitative evidence supports preliminary quantitative results of the study. The study provides a PCK model that indicates KSLD as a plausible pathway to connect CK and PCK, using a conceptual change inquiry as a point of entry. The study implies the proposed PCK model based on conceptual change learning is useful for future teachers in responding to student learning difficulties. Besides, the PCK model is a fertile ground for robust research.

Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools

Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching. Findings from the study revealed that prior to the intervention workshop some science teachers had inadequate PCK for inquiry-based approach. Except for concern over time constraints, the study established that all five components of teachers’ PCK of an inquiry-based approach improved after the intervention. Furthermore, teachers recognised and recommended the use of the PEEOE model for inquiry-based science teaching. The process of making oshikundu was established as a suitable resource to conduct practical investigation in poorly resourced schools. This study thus recommends more interventions based on locally available indigenous technology to improve science teachers’ PCK for inquiry-based science teaching.

Arguments for Construct Validity of the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument

&lt;p style="text-align:justify"&gt;Current research on self-efficacy beliefs of interdisciplinary science teaching indicates shortcomings in facing recent teaching challenges in secondary education and corresponding valid instruments. Thus, we designed the Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) instrument based on a pedagogical content knowledge model for science teaching. We ensured the factorial validity of ten factors. To bring construct validity down to a round figure, we examined convergent and divergent validity in this paper. For answering the overall research question regarding arguments for the convergent and divergent validity of the interpretation of the SElf-ST instrument’s test values (and related hypotheses), we analyzed data of pre-service, trainee, and in-service biology, chemistry, and physics teachers (&lt;em&gt;n&lt;/em&gt; = 590) in a cross-sectional study. While the strong latent correlations of the ten SElf-ST factors with self-efficacy beliefs of interdisciplinary science teaching in primary education (&lt;em&gt;r&lt;/em&gt; = 0.40 – 0.63, &lt;em&gt;p&lt;/em&gt; &lt; 0.01) indicate convergent validity, the rather weak correlations with self-efficacy beliefs of general teaching (&lt;em&gt;r&lt;/em&gt; = 0.17 – 0.54, &lt;em&gt;p&lt;/em&gt; &lt; 0.01), self-rated content knowledge in science (&lt;em&gt;r&lt;/em&gt; = 0.13 – 0.40, &lt;em&gt;p&lt;/em&gt; &lt; 0.01), and perceived stress (&lt;em&gt;r&lt;/em&gt; = -0.13 – -0.19, &lt;em&gt;p&lt;/em&gt; &lt; 0.01) support different divergent validity intensities. Thus, assumed relations within the nomological net surrounding the self-efficacy beliefs of interdisciplinary science teaching construct were confirmed for secondary education. In sum, we shed light on a rarely explored aspect of construct validity in science education research regarding self-efficacy beliefs. Doing so, we gained strong arguments that the SElf-ST instrument’s test values can serve as indicators of self-efficacy beliefs of interdisciplinary science teaching in secondary education.&lt;/p&gt;

Economics Teachers’ Topic Specific Pedagogical Content Knowledge Model for teaching Market Dynamics

The teaching and learning of Market Dynamics (MD) seems to be a challenging topic for teachers and learners. This research aimed to develop an Economics Teachers’ Topic Specific Pedagogical Content Knowledge (ET-TSPCK) Model to improve the teaching of MD. Mavhungas’ Topic Specific Pedagogical Content Knowledge (TSPCK) model was adapted as the base model to identify Economics Topic Specific Pedagogical Content Knowledge (ETSPCK) components for teaching MD. Using a descriptive case study design, a purposeful sample of two economics teachers of the 10 th and 11 th grades were used for the research. While lesson observations were used as data collection method, data were analyzed using a qualitative data analysis technique, namely thematic analysis. Economics teachers’ topic specific knowledge usable for teaching MD were identified and the model “Economics Teachers’ Topic Specific Pedagogical Content Knowledge (ET-TSPCK) model” was developed. In addition, it was found that there exists an inter-relationship among the ETSPCK components. However, the relationship between the teaching strategies and the components of Curriculum knowledge were not connected and fully developed in the participating teachers. The model provides insights into the implementation of the Curriculum Assessment Policy Statement (CAPS) with reference to the teaching of MD hence, suggesting ways in which the teaching of the topic could be improved. https://doi.org/10.26803/ijlter.19.7.18

Teaching Electromagnetism for the First Time: a Case Study of Pre-service Science Teachers’ Enacted Pedagogical Content Knowledge

This paper reports on topic-specific pedagogical content knowledge (PCK) enacted by three pre-service science teachers during their final year school-based internship. An interpretive, qualitative case study was conducted to investigate to what extent the pre-service teachers applied the knowledge taught during a preceding physical science method course, when teaching electromagnetism for the first time. The study is rooted in the revised consensus model of PCK with focus on the enacted PCK (ePCK) of pre-service teachers. Five topic-specific PCK components informed the design of an ePCK rubric used to assess the extent to which the pre-service teachers’ PCK manifested in their practice. Data were captured by written content representations (CoRes), lesson observations and interviews. The rubric, together with further qualitative analysis, was used to determine how the pre-service teachers translated the knowledge taught during training into practice. Findings indicate that the participating pre-service teachers enacted certain components of the taught PCK and reasoned pedagogically about their teaching, though not at the same level for all main ideas in the topic. After teaching the topic, the pre-service teachers indicated that they would like to improve their sequencing of key concepts. It was concluded that the teaching experience contributed to a better understanding of conceptual teaching strategies. The findings of the study may inform PCK development in teacher education.

Comparing Pedagogical Content Knowledge Across Fundamental Concepts of Electrostatics: A Case of Three Pre-service Teachers

It has recently been suggested that pedagogical content knowledge (PCK) has a concept-specific nature, beyond the topic-specific level of PCK. This paper reports a case study of three pre-service teachers’ reported PCK about three fundamental concepts within the topic of electrostatics, namely electrostatic force, electric field and electric field strength. The aim of the study was to compare the quality of the PCK of each of the individual participants across these fundamental concepts. Data was collected using a content representation tool and a lesson planning form prescribed by the participants’ teacher training institution. A topic-specific PCK model was adopted as the framework for this study. The model asserts that the content of a particular topic is transformed for instruction through five components, namely learners’ prior knowledge, curricular saliency, what is difficult to teach, representations including analogies and conceptual teaching strategies. Guided by the model, we designed a rubric to assess the concept-specific PCK of the participants on a four-point scale. The results of the study indicated that the PCK of the participants varied across the fundamental concepts of electrostatics, with each participant reporting better PCK for a different concept. The results of the study imply that describing PCK at concept level is appropriate and recommend that PCK should be strengthened at concept level during teacher training to ensure that it develops across all of the concepts within a topic.

The Influence of PCK-Based NOS Teaching on Pre-service Science Teachers’ NOS Views

The purpose of this paper is to investigate the effectiveness of pedagogical content knowledge (PCK)–based nature of science (NOS) teaching on pre-service science teachers’ (PSTs) NOS views. The study is grounded by conceptual change and experiential learning theory. It is also framed by the teacher professional knowledge and skill (TPK&S) PCK model. This is an exploratory case study of PSTs’ developments during a 14-week course to teach about NOS. Each participant’s views of NOS and changes on these views were investigated as a multiple comparative case study. Thirty-nine PSTs participated. Multiple data collection includes open-ended questionnaires, interviews, classroom observations, lesson plans, and reflective essays. Questionnaire responses and interview transcriptions were analyzed using the NOS views continuum scale. The remaining data including lesson plans and reflective essays were analyzed using content analysis. According to the analyses, most of the PSTs started the course with naive views about the NOS aspects at the beginning of the study. After attending the PCK-based NOS instruction, almost all of the PSTs dramatically developed their understandings of NOS, and they maintained their informed views a year later. The results of show that PCK-based NOS teaching was very effective and successful for improving PSTs’ NOS understandings and maintaining these views in the long term. The findings have the potential to translate as practical advice for teachers, science educators, and future researchers.

Research on Students' Understanding of Michaelis-Menten Kinetics and Enzyme Inhibition: Implications for Instruction and Learning

ABSTRACT We report a summary of the results from an education research project that investigated student reasoning related to Michaelis-Menten enzyme kinetics and enzyme inhibition. We have previously discussed students' mathematical reasoning related to rate laws and reaction order, student conceptions of different types of enzyme inhibition (competitive, noncompetitive, and uncompetitive), and student understanding of representations used to describe enzyme kinetics (Michaelis-Menten graphs, Lineweaver-Burk plots, reaction schemes). In this paper, we bring together the different publications that resulted from this project to emphasize the implications for instruction gleaned from each study and discuss the additional insight provided by synthesizing the results across studies. For this work, the results from this project have been framed according to the refined consensus model of pedagogical content knowledge, a framework from science education that defines the knowledge and skills needed to transform content knowledge into teaching.

Designing a Theoretical Integration Framework for Mobile Learning

&lt;br /&gt;&lt;table class="data" width="100%"&gt;&lt;tbody&gt;&lt;tr valign="top"&gt;&lt;td class="value"&gt;&lt;p&gt;New technologies are rapidly changing mobile learning and making it difficult to control. In addition to educational factors and learning content, a modern mobile learning system must take into account the technical and personal aspects of learning, the devices and aspects related to its evolution and interoperability. Teaching on the other hand has also evolved involving more flexibility in tasks and learning stages, thus using modern technologies that offer more alternatives now. In addition, such tasks may be specific to the learning content as well as the learning context or furthermore the learner's environment.&lt;/p&gt;&lt;p&gt;Traditionally, mobile platform design relies on the skills of a mobile developer whose knowledge allows him to design mobile applications that are useful to users. But with mobile learning, the design phase involves more than just mobile development skills. For example, if you are designing a platform for practical work, the instructors responsible for the training should be involved. However, the empirical results show that educators do not integrate technology effectively into their curricula. To enable these instructors to develop mobile learning platforms, it is important to facilitate their integration through a theoretical model that will take into account all the ingredients necessary to complete this learning and to balance them in order to ensure its efficiency. In this study authors used a thematic synthesis methodology to present a framework for mobile devices integration in learning. They focused on three models that they think are the most cited in the field of ICT (information and communication technologies) integration in learning.&lt;/p&gt;&lt;p&gt;The five-axis framework consists of enriching the TPACK framework(Technological Pedagogical Content Knowledge model in order to more precisely address mobile learning by covering the following parts: pedagogy, content, mobile technology, learning environment and learner’s profile. It describes relatively in depth the various factors involved as well as the effective interconnection to be ensured to achieve an optimal and efficient integration of m-learning. Balancing those five parts will be a matter of plural reflection when designing or consulting on a mobile learning platform.&lt;/p&gt;&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt;

Implementation Of Pedagogical Content Knowledge Model In Mathematics Learning For High School

The purpose of this study was to analyze the creative aspects of the implementation of Pedagogical Content Knowledge (PCK) model in mathematics learning in high school. The research method used was a qualitative method. Data collections used communication, interview, documentation, and test. The research was done in high school in Purworejo Regency. PCK model integrated student plan, learning module, and student worksheet as a tool in learning mathematics. Characteristics of learning tools adapted to PCK theory containing components 1) Knowledge of Curriculum for Mathematics, 2) Knowledge of Instructional Strategies for Mathematics, 3) Knowledge of Student Understanding in Mathematics, and 4) Knowledge Assessment for Mathematics. The result showed that the PCK model was able to develop students’ creativity components included fluency, flexibility, elaboration, and originality. A degree of student creativity was at a good level with percentage score is 80.6%. Pedagogical Content Knowledge (PCK) model applied comprehensively was capable of developing students’ creative thinking skills more optimally.