ABSTRACT
Content knowledge (CK) is a vital component of good science teaching. Deep knowledge gained from rigorous, advanced academic study provides a sound background for teaching. However, evidence indicates that this alone is insufficient to guarantee good classroom practices, as teachers must also acquire pedagogical knowledge to make science accessible to students. The actual knowledge they need in the classroom is 'school science', often determined by social and political influences. A majority of science teachers are biologists, not physical scientists. School science demands knowledge of physical and earth sciences, as well as biology. Teacher education systems must consider the outcomes of this research evidence. Teacher education has a role to play in correcting misconceptions relating to school science topics. Ensuring equality and high-quality CK and pedagogical content knowledge (PCK) in all science teachers for all science subjects will be a determining measure of their success.
