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Pedagogical content knowledge is a form of knowledge that makes science teachers teachers rather than scientists (Gudmundsdottir, 1987a, b). Teachers differ from scientists, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used.
Transformative pedagogy-close to critical pedagogy (Giroux, 1997, Giroux et al., 1999) and radical pedagogy (Gore,1993; McWilliams, 1997; Parkes, 2000ab) - finds its theoretical roots in the neo-Marxian critical theory of the Frankfurt School. The objects and instruments of transformative pedagogies. Transformative pedagogy considers co-evolving social and technical processes from a systemic viewpoint in an evolutionary perspective of education and culture, allowing to build meaning and capacity through community development, support and networking.