Pedagogical Content Knowledge (PCK) describes a teacher's ability to effectively teach specific content, combining subject-matter expertise with instructional strategies that facilitate learning. Values, which describe the relative importance of guiding principles that influence decisions and behaviors, play a critical role in shaping a teacher’s PCK. Values inform decisions about curriculum design, teaching strategies, classroom interactions, and assessment. Integrating values into PCK affects not only what content is taught but also how and why specific strategies are employed. Teachers' value positions significantly impact their pedagogical approaches and their interpretation of the intended curriculum.

A review of the literature reveals that current PCK models face significant limitations in incorporating values-based pedagogical approaches. Consequently, many studies report a reluctance and lack of proficiency among science teachers in engaging with values-based pedagogy. This study argues that the five components of PCK in the Pentagon Model are inherently driven by values, which interact with and guide teachers’ knowledge and practices. This research therefore aimed to reconceptualise the Pentagon Model to promote a value-driven integration of PCK components in science teaching.

Using Jaakkola’s approach to research design, this study therefore, explored the interrelationships between the five components of PCK in the Pentagon Model through a values perspective. A teacher's Orientations toward Teaching Science (OTS) are positioned as central, reflecting how they value science as a discipline and profession. Teachers’ intrinsic and extrinsic values for science and its teaching underpin their OTS, which, in turn, influence their Knowledge of Student Understanding (KSU). Teachers' understanding of their students’ values for science learning is critical, as students are not blank slates but bring their own values into the classroom. This interplay extends to the Knowledge of Instructional Strategies and Representations (KISR), which encompasses teachers' understanding of and ability to use mediation tools including strategies, techniques, and approaches, to address students' values for science learning. Additionally, the Knowledge of Science Curriculum (KSC) highlights a teacher's interpretation of the science curriculum and the values it espouses. This interpretation shapes pedagogical strategies and innovations that facilitate an alignment of teacher, student, and curriculum values. Finally, teachers' Knowledge of Assessment of Science Learning (KASL) reflects how they evaluate science learning in ways that influence learners’ participation and engagement.

From the exploration of the interplay between curriculum values, teachers’ values, learners’ values and the five components of PCK in the Pentagon model, this study proposes a value-driven reconceptualisation of the model, emphasising the integration of values into science teaching to enhance pedagogical effectiveness and foster meaningful learning experiences. It is envisaged that the integration of values in the model will promote inclusion and diversity issues.

Keywords: Pedagogical Content Knowledge, Values-based pedagogy, Pentagon model of PCK, curriculum values.