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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. [ABSTRACT FROM AUTHOR]