Navigating the Intersection: A Phenomenological Exploration of Physical Science Teachers Teaching Biology

This paper presents research on the lived experiences of physical science teachers teaching biology in junior high school. Previous research in teaching science in spiral progression approach identifies teachers‘ challenges and how they are overcoming them. This study adopted a phenomenological research design to provide a broader and in-depth insight into the specialized knowledge and understanding that physical science teachers possess about how to effectively teach biology to students. The findings informed that the orientation of the participants is practically didactic. Moreover, the overall PCK of the physical science teachers in teaching biology was adaptive or able to adjust to comply with the required learning competencies of teaching biology.