Pedagogical Content Knowledge in Teaching Science

This study investigates the Pedagogical Content Knowledge (PCK) of public junior high school science teachers in the Philippines during the post-pandemic new normal in education. Motivated by the need to understand how teachers adapt to evolving instructional demands, the research addresses the general problem of identifying strengths and gaps in PCK domains. A descriptive research design was employed, utilizing a structured questionnaire administered to 85 science teachers from Cluster III of the Pampanga Division. Data were analyzed using descriptive statistics and correlation techniques to examine relationships between PCK and demographic variables. Findings indicate that most teachers exhibit strong knowledge of the science curriculum, effective teaching strategies, and the integration of students' backgrounds into lesson planning. However, notable weaknesses were observed in diagnosing misconceptions and designing context-specific assessments. Correlation analysis revealed no significant relationships between PCK scores and demographic factors, including age, sex, or civil status. Years of teaching experience showed a positive association with PCK, while higher educational attainment did not. The study concludes that targeted interventions are essential to enhance PCK and recommends mentorship programs, specialized professional development, and collaborative practices among science educators. These strategies aim to strengthen critical PCK components and support effective science instruction in the new normal.