ISC3701
ASSIGNMENT 2 (SEMESTER 1)
DUE DATE: 14 May 2024
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than 14 May 2024. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTIONS:
1. In your own words, use literature/studies to describe the concept of ‘pedagogical content
knowledge (PCK)’. Please incorporate the PCK diagram to provide more clarity to your
description. (10 MARKS)
Answer:
Pedagogical Content Knowledge (PCK) is a concept in education that involves the blending of
subject matter knowledge (content knowledge) with pedagogical knowledge (knowledge about
teaching) to effectively teach a specific subject. Shulman (1986) introduced the concept,
highlighting the importance of understanding not just what to teach but also how to teach it.
PCK emphasizes the need for teachers to possess a deep understanding of how to make the
content accessible and meaningful to learners.
The PCK diagram illustrates the dynamic interaction between content knowledge (CK) and
pedagogical knowledge (PK), showing how they intersect to form PCK. Content knowledge
involves knowing the subject matter deeply, including its key concepts, principles, and
structures. Pedagogical knowledge, on the other hand, involves knowing how to teach
ASSIGNMENT 2 (SEMESTER 1)
DUE DATE: 14 May 2024
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than 14 May 2024. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
QUESTIONS:
1. In your own words, use literature/studies to describe the concept of ‘pedagogical content
knowledge (PCK)’. Please incorporate the PCK diagram to provide more clarity to your
description. (10 MARKS)
Answer:
Pedagogical Content Knowledge (PCK) is a concept in education that involves the blending of
subject matter knowledge (content knowledge) with pedagogical knowledge (knowledge about
teaching) to effectively teach a specific subject. Shulman (1986) introduced the concept,
highlighting the importance of understanding not just what to teach but also how to teach it.
PCK emphasizes the need for teachers to possess a deep understanding of how to make the
content accessible and meaningful to learners.
The PCK diagram illustrates the dynamic interaction between content knowledge (CK) and
pedagogical knowledge (PK), showing how they intersect to form PCK. Content knowledge
involves knowing the subject matter deeply, including its key concepts, principles, and
structures. Pedagogical knowledge, on the other hand, involves knowing how to teach
