Exploring dynamic pedagogical content knowledge across fundamental concepts of electrostatics

This paper reports a case study that explored teachers’ dynamic pedagogical content knowledge (PCK) across three big ideas of electrostatics namely the electrostatic force, electric field, and field strength. Two pre-service two in-service teachers participated in study. The refined consensus model PCK was adopted as theoretical framework for We studied enacted during classroom teaching using observations interviews. Data analyzed alongside four-point scale grand rubric used to score competence every idea. results showed varied ideas, which is attributed nature concepts, well each. findings imply teacher education programs should involve focus on specific concepts support development holistic topic.