English abstract
The aim of the study is to investigate Omani science teachers' pedagogical content knowledge (PCK) from the perceptions of their students. A questionnaire with two versions consisting of 16 main items was used to assess these perceptions. In addition, a focus group interview was conducted to other participants. The questionnaire was administered to 1,400 Omani 10th grade students using a convenient method of sampling. The findings indicated that the level of agreement between what teachers practiced in reality and what their students preferred, overall, is very good. From the study results, there are two major issues in the PCK of Omani science teachers: one is related to traditionalism, abstraction and centrality of examination in science teaching and the other one is students' passiveness during the learning process. The study recommended more use of student-centred teaching and learning methods such as project-based learning, inquiry-based learning, problem solving and role-playing.
