Exploring science teacher adaptive expertise through the framework of pedagogical content knowledge

Abstract

Contemporary societal challenges require teachers to possess not only a strong foundation in science content but also the ability to adapt their instruction to address diverse student needs. This capacity, known as adaptive expertise (AE), requires teachers to apply knowledge flexibly and creatively in response to new situations, while maintaining efficiency in routine tasks. Adaptive expertise aligns closely with Shulman’s framework of Pedagogical Content Knowledge (PCK), which integrates knowledge of subject matter, pedagogy, and context to inform effective teaching practices. This study explores how high school science teachers use both their PCK and their AE to address societal challenges such as biotechnology and climate change and simultaneously meet the needs of diverse students. In the study, we explore the dynamic interplay between PCK and AE, particularly in contexts that demand attention to students’ different learning needs. As such, this research provides a better understanding of how teaching about contemporary science requires new skills and capabilities from teachers, and how teachers draw on and transform their PCK in new teaching and learning situations, and how PCK and AE interact in this process.