Science Teacher Knowledge of Physics Concepts in School-Based Assessment of Practical Work: A Solomon Islands Case Study

Abstract

Informed by a theoretical model of phases of school curriculum, science teachers’ knowledge of physics concepts in school-based assessment of practical work in the high schools was explored through a mixed methods case study in Solomon Islands. Although participants have some knowledge and understanding of physics concepts, an integrated pedagogical content knowledge comprising the understanding of scientific concepts, school-based assessment and practical work is necessary to bridge the gaps within the phases of science curriculum.