SCIENCE TEACHERS’ PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS

It is important for students to understand force concepts because they are central learning physics and other sciences; however, find it difficult understand. There calls teachers tap into their professional knowledge develop beliefs that help them assist comprehend the topic. To meet this challenge, teachers’ perceptions of base teaching should be probed act as windows practices. This study, therefore, explored concepts. Science pedagogical content (PCK) frameworks were used a questionnaire based on 5-point Likert scale administered 100 physical science who randomly selected from 54 schools in five districts Lesotho. Data analysed using descriptive statistics. The results suggest that, even though reported positive views about base, there no correlation between sub-components curricular knowledge. concluded build by participating collaborative activities. is, recommended studies probe actual PCK constructs executed, so appropriate information available when planning development activities targeting PCK. Keywords: concepts, knowledge, teacher