Pedagogical content knowledge challenges and strategies of Palestinian science teachers teaching cell division

This study examines how Palestinian science teachers apply Pedagogical Content Knowledge (PCK) to teach cell division effectively in resource-limited and conflict-affected environments. Employing a qualitative descriptive-analytical approach, data were collected from questionnaires, semi-structured interviews, and classroom observations with four teachers from the Ramallah and Al-Bireh districts. Findings reveal that teachers with strong content knowledge used diverse strategies, including predictive questioning, group discussions, and visual aids, while those with weaker knowledge relied on lecture-based methods, which were less effective. Key challenges included resource limitations, widespread student misconceptions, and socio- political instability. Teachers demonstrated resilience by adapting local and international best practices, such as collaboration with universities and inquiry-based methods, despite infrastructural constraints. The study concludes with actionable recommendations to improve science education in conflict-affected and resource-constrained contexts, emphasizing teacher professional development, enhanced resource access, and collaborative partnerships.