A Study of Teachers' Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) and its effects on the Students' Conceptual Understanding in Biology at Secondary School level of Sukkur Region.

Abstract

This study perceives for the role of teachers' Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) to enhance the students' conceptual understanding of biology at the secondary school level in the Sukkur region. Mixed-methods approach was applied, collected data were analyzed through surveys, achievement tests (mcqs), and semi-structured interviews with teachers, students, and headmasters respectively. The findings of this study express that teachers with strong CK effectively deliver subject-specific knowledge, while those with vigorous PCK employ various instructional strategies through which student engagement and comprehension were improved. Though, many challenges hinder the actual implementation of CK and PCK, including teacher resistance, content knowledge gaps, financial constraints, infrastructure limitations, and a lack of scientific incorporation due to inadequate training and rigid curricular structures. Furthermore, external pressures from parents and students reinforce traditional teaching methods, limiting pedagogical innovation. This study highlights the essential need for targeted professional development programs, enhanced resource allocation, and policy reforms to support the incorporation of CK and PCK in biology education. These challenges are addressing the essential for development high-quality biology education for improving and enlightening students’ scientific knowledge.