EVALUATING THE EFFECTIVENESS OF CONSTANT COMPARATIVE ANALYSIS IN ASSESSING THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF U.S. MIDDLE SCHOOL SCIENCE TEACHERS DURING THE IMPLEMENTATION OF THE INQUIRY-BASED APPROACH

Abstract

This study employed constant comparative analysis to evaluate the Pedagogical Content Knowledge (PCK) of four U.S. middle school science teachers during their implementation of the inquiry-based approach (IBA). Data were collected through in-depth interviews and classroom observations, resulting in the identification of emergent themes across key PCK components. For knowledge of content, the central theme was the clear and accurate explanation of core science concepts, particularly cell division and Mendelian genetics. In the area of instructional strategies, themes included the use of cooperative learning, initiating lessons with engaging and motivational activities, integrating models and multimedia tools, and diversifying classroom activities to support inquiry-based learning. For knowledge of students’ understanding of science, effective practices included the use of probing questions to stimulate critical thinking, varied assessment techniques, and strategies aimed at addressing student misconceptions and enhancing analytical and problem-solving skills. Regarding knowledge of assessment, the provision of targeted tasks and remedial support for struggling learners emerged as a key theme. While most teachers demonstrated consistent application of PCK components, notable variations were found in their content knowledge. Interestingly, the two novice teachers demonstrated high levels of PCK, delivering thorough and accurate content, while the more experienced teachers showed inconsistencies one with moderate gaps and another with substantial content omissions. These findings challenge the assumption that teaching experience alone guarantees instructional effectiveness. The study underscores the value of ongoing professional development focused on content mastery and recommends the broader adoption of constant comparative analysis as a rigorous qualitative tool for evaluating complex teaching practices. Future research should extend this analysis to include science teachers across multiple grade levels to gain a more comprehensive understanding of teacher expertise in inquiry-based science education.