Investigating Biology Teachers’ Topic-Specific Pedagogical Content Knowledge Components Used in the Teaching of Biotechnology. The Case of the Central West Education Division in Malawi

George Macdonald Vakusi; Nellie Mbano

doi:10.37284/eajes.8.1.2604

George Macdonald Vakusi Ministry of Education
Nellie Mbano, PhD University of Malawi

DOI: https://doi.org/10.37284/eajes.8.1.2604

Keywords: Biotechnology, TSPCK, Students’ Prior Knowledge, Curriculum Saliency, Content Representation, Instructional Strategies

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Abstract

This study investigated biology teachers' topic-specific pedagogical content knowledge (PCK) components used in teaching biotechnology. It focused on four key objectives: (1) identifying instructional strategies specific to biotechnology, (2) assessing teachers' awareness of students' prior knowledge of the subject, (3) examining teachers' knowledge of content representations, and (4) exploring curriculum saliency. The study adopted an interpretive paradigm to capture teachers' experiences with biotechnology instruction. A case study design was used, following a qualitative research methodology. The sample consisted of three biology teachers from different secondary schools, each teaching biotechnology in form four classes. Data were collected through content representations (CoRes), interviews, and lesson observations, with document analysis of curriculum materials employed to triangulate findings. The results revealed that biology teachers faced challenges in connecting biotechnology concepts with students' prior learning, particularly in genetics and reproduction. Additionally, teachers exhibited limited familiarity with instructional strategies tailored to biotechnology. The study highlighted a reliance on textbooks for both content and teaching strategies by the teachers. However, the study noted that some textbooks lacked the necessary illustrations and activities to promote critical thinking. The effective teaching of abstract biotechnology concepts requires a solid application of topic-specific PCK components. Teachers must demonstrate several components of topic-specific pedagogical content knowledge in the teaching of biotechnology which includes the history of biotechnology, ethical considerations, and argumentation skills. The study recommends that curriculum developers ensure textbooks contain comprehensive content, including clear illustrations and activities aligned with the syllabus, to better support teachers and students in understanding and applying biotechnology concepts effectively

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