View in EDS

Exploring Science Teachers' Pedagogical Content Knowledge Based on Instructional Approaches Used to Teach Force Concepts

Saved in:
Bibliographic Details
Title: Exploring Science Teachers' Pedagogical Content Knowledge Based on Instructional Approaches Used to Teach Force Concepts
Language: English
Authors: ‘Maphole Marake (ORCID 0000-0002-6230-0960), Loyiso Jita (ORCID 0000-0001-6871-6820), Maria Tsakeni (ORCID 0000-0003-3208-1362)
Source: European Journal of Science and Mathematics Education. 2026 14(1):68-84.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 11
High Schools
Secondary Education
Descriptors: Science Teachers, Pedagogical Content Knowledge, Scientific Concepts, Physics, Science Instruction, Educational Practices, Grade 11, High School Teachers, Secondary School Science, Foreign Countries
Geographic Terms: Lesotho
ISSN: 2301-251X
Abstract: Teachers use personal pedagogical content knowledge to filter instructional approaches when teaching topics such as force concepts. Understanding teachers' approaches when teaching is important because it provides a window into teachers' knowledge base. This interpretive, qualitative multiple-case study aims to understand three physics teachers' pedagogical content knowledge by examining their approaches to teaching force concepts. Data were collected through classroom observations, analysis of lesson plan books and post-observation interviews revealed that the teachers explained concepts with illustrations; described experiments and made demonstrations and teacher-dominated whole-class discussions. Although teachers' lesson plans didn't reveal pedagogical approaches, they demonstrated knowledge of science curriculum; how students understand science including instructional and assessment strategies. These findings imply that teachers' lack of reflection-on practice may result in low-quality instruction and low students' performance. It was concluded that teaching experience mediates teachers' knowledge of relevant examples, questions to ask and activities to do.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500531
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1500531
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1500531
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring Science Teachers' Pedagogical Content Knowledge Based on Instructional Approaches Used to Teach Force Concepts
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22‘Maphole+Marake%22">‘Maphole Marake</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6230-0960">0000-0002-6230-0960</externalLink>)<br /><searchLink fieldCode="AR" term="%22Loyiso+Jita%22">Loyiso Jita</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6871-6820">0000-0001-6871-6820</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Tsakeni%22">Maria Tsakeni</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3208-1362">0000-0003-3208-1362</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2026 14(1):68-84.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Lesotho%22">Lesotho</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2301-251X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teachers use personal pedagogical content knowledge to filter instructional approaches when teaching topics such as force concepts. Understanding teachers' approaches when teaching is important because it provides a window into teachers' knowledge base. This interpretive, qualitative multiple-case study aims to understand three physics teachers' pedagogical content knowledge by examining their approaches to teaching force concepts. Data were collected through classroom observations, analysis of lesson plan books and post-observation interviews revealed that the teachers explained concepts with illustrations; described experiments and made demonstrations and teacher-dominated whole-class discussions. Although teachers' lesson plans didn't reveal pedagogical approaches, they demonstrated knowledge of science curriculum; how students understand science including instructional and assessment strategies. These findings imply that teachers' lack of reflection-on practice may result in low-quality instruction and low students' performance. It was concluded that teaching experience mediates teachers' knowledge of relevant examples, questions to ask and activities to do.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500531
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500531
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 68
    Subjects:
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Lesotho
        Type: general
    Titles:
      – TitleFull: Exploring Science Teachers' Pedagogical Content Knowledge Based on Instructional Approaches Used to Teach Force Concepts
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: ‘Maphole Marake
      – PersonEntity:
          Name:
            NameFull: Loyiso Jita
      – PersonEntity:
          Name:
            NameFull: Maria Tsakeni
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2301-251X
          Numbering:
            – Type: volume
              Value: 14
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: European Journal of Science and Mathematics Education
              Type: main
ResultId 1