Electrochemistry is widely considered to be difficult to learn by students and difficult to instruct by teachers and professors. Pedagogical content knowledge (PCK) of electrochemistry and redox can be improved even in in-service high school teachers despite their lack of education in pedagogical knowledge. Because of a dearth of studies about professors’ PCK, specifically at university level for electrochemistry and redox, this study was done to determine the PCK of professors who teach electrochemistry and redox. Interviews and subsequent qualitative analyses were conducted, resulting in the following results and conclusions. College professors have the opportunity to develop and expand their personal PCK (pPCK), which is beneficial for the students’ learning process. The orientation toward science teaching adopted by the professors is heavily influenced by their beliefs and ideas for the students. Experience at university-level instruction does not necessarily correlate with a more developed PCK, as novice professors seemingly have a PCK more robust than those of more experienced professors.
Felix et al. (Tue,) studied this question.