Integration of pedagogical content knowledge in lower secondary school biology curriculum materials: a case study from Zambia

Curriculum materials help in shaping teaching and learning, particularly at the transition from primary to lower secondary education when learners encounter increased subject specialization. To support effective classroom practice, curriculum materials should reflect the professional knowledge teachers draw on. This study analyses Form 1 biology teaching modules (for ages 12–13) used in Zambian lower secondary schools to examine how pedagogical content knowledge (PCK) is integrated within curriculum materials intended to support the competence-based curriculum implementation. The study employed qualitative content analysis and the revised consensus model of PCK. The findings show a strong integration of content, pedagogical, and curricular knowledge, providing clear guidance on what to teach and how to teach it. However, limited attention is given to learners’ prior knowledge, misconceptions, and formative assessment practices. The study discusses the implications the patterns have for classroom teaching and curriculum design and offers insights relevant to lower secondary education contexts internationally.