Adopting Pedagogical Content Knowledge Principles in Secondary School Chemistry Teaching: An Insight from Tanzania

Abstract

Tanzania is currently shifting from content-based to competence-based curriculum implementation, aligning with modern-day and global demands. Despite extensive research on enhancing science teaching methods, some gaps in understanding how these innovations diffuse into practice. This study aimed at assessing the local conditions and contexts which supported the adoption of pedagogical content knowledge principles in teaching secondary school chemistry in Tanzania. The study focuses on introducing pedagogical content knowledge (PCK) principles into secondary school chemistry education. This study was conducted from June to December 2022. Three Ordinary level secondary school chemistry modules were developed and used to empower 15 in-service secondary school teachers from 15 secondary schools across 6 regions of mainland Tanzania. A mixed approach, incorporating case study and quasi-experimental designs, along with the use of an Online Community of Practice (CoP) and the Higher-Order Thinking with Inclusion and Equity (HOTIE) framework, was employed to gain a deeper understanding of the innovation transfer. Data were collected and analyzed based on Moore and Benbasat’s [1] framework. Findings indicated positive impact in voluntariness, relative advantage, compatibility, ease of use, result demonstrability and visibility. However, findings revealed that inclusivity and equity issues were not sufficiently addressed. Participating teachers voluntarily engaged in the program and found the PCK approach compatible with their needs and experiences. The study concludes that the innovation holds promise for broader implementation, highlighting its potential scalability within Tanzania’s education system and elsewhere particularly in the developing countries. The study recommends more researches on use of PCK with inclusivity and equity.