Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching. Findings from the study revealed that prior to the intervention workshop some science teachers had inadequate PCK for inquiry-based approach. Except for concern over time constraints, the study established that all five components of teachers’ PCK of an inquiry-based approach improved after the intervention. Furthermore, teachers recognised and recommended the use of the PEEOE model for inquiry-based science teaching. The process of making oshikundu was established as a suitable resource to conduct practical investigation in poorly resourced schools. This study thus recommends more interventions based on locally available indigenous technology to improve science teachers’ PCK for inquiry-based science teaching.

研究结果表明，探究式科学教育在提高科学内容知识和科学探究 (SI) 技能的学习方面具有积极作用。因此，包括纳米比亚在内的各种科学课程都建议在科学教学中使用基于探究的方法。然而，实施探究式教学方法仍然是纳米比亚科学课堂的一个问题，尤其是在资源匮乏的学校。本文报告了一个小规模干预研究项目的成果，该项目涉及三位经验丰富的生命科学教师。教师们接受了一项干预措施，该干预措施明确侧重于为他们提供必要的教学内容知识 (PCK)，以促进他们课堂中基于探究的学习。一项本土技术，oshikundu ) 用于干预。Mavhunga 和 Rollnick 的 Topic-Specific PCK 模型为本研究提供了分析框架。此外，课堂探究的原则以及基于探究的科学教学模型预测-解释-探索-观察-解释被用来支持教师向 PCK 进行探究式教学。研究结果显示，在干预研讨会之前，一些科学教师的 PCK 不足以进行基于探究的方法。除了对时间限制的担忧外，该研究确定，基于探究的方法的教师 PCK 的所有五个组成部分在干预后都有所改善。此外，教师认可并推荐使用 PEEOE 模式进行探究式科​​学教学。制作过程oshikundu是在资源匮乏的学校进行实际调查的合适资源。因此，本研究建议更多基于当地可用本土技术的干预措施，以提高科学教师在探究式科学教学中的 PCK。