Pedagogical Content Knowledge in the Teaching of Consumer Science: Effectiveness in the Classroom

When thinking about teaching, we think Pedagogical Content Knowledge, which is the knowledge the teachers cannot ignore. I this study we argue that Pedagogical Content Knowledge are the determiner of teaching and learning activities in the classroom. The purpose of the paper was to examine sociocultural perspectives on the issues of Pedagogical Content Knowledge and the importance of development of PCK on the teachers teaching in the classroom. The data collection was done through use of a prepared questionnaire to survey the responses of the Secondary Schools Consumer Science teachers. The permission was obtained from both Department of Basic Education and school authorities under study to gather the research data using quantitative method. For the quantitative research method random sampling of the Consumer Science Secondary Schools teachers was sampled. The researcher used a random sampling technique since all the members of a population have an equal and independent chance of been selected and biased is reduced.