This study focuses on the PCK in teaching radioactivity looking at important aspects of PCK that emerged during the teaching of this topic, involving an experienced teacher and a novice teacher. A similar study should be done but with a larger sample to get clear differences between the PCK of experienced and beginning teachers and more understanding of the teachers‟ PCK in this topic.
Teachers in this study were communicating less of their teaching knowledge in the interview but more of what they knew was found through classroom observations and this adds to the claim that the knowledge for teaching is tacit (Loughran, Milroy, Berry, Gunstone & Mulhall, 2001). Studies like this one could befit both experienced and novice science teachers to access this hidden knowledge of teaching and may be beneficial to help novice teachers modify their teaching approaches and build on what other teachers do. Further research is therefore required to articulate PCK in the teaching of other topics in physics and other subjects with teachers of different levels of experience.
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