ABSTRACT
Teaching is said to draw upon several different types of knowledge. Teachers need to know their subject, and about pedagogy, and about the particular context in which they teach and the specific students they are working with. Pedagogic content knowledge is not just knowledge related to teaching chemistry but is the knowledge developed for and about teaching specific chemical topics or ideas in particular kinds of teaching contexts. Teachers often learn theoretical ideas to inform Pedagogic knowledge (PK) in their preparation for teaching, but it evolves and strengthens when it is applied in practice. The refinement of the teacher’s PK requires experience of trying out the technique in a range of contexts. A keen-eyed reader may notice recurring themes that inform the account of chemical knowledge for teaching. Lesson activities can be planned in some detail, and instructions certainly need to be clear, and resources engaging, accurate, and well-presented.
