It is important to enhance pre-service science teachers’ pedagogical content knowledge (PCK) during teacher education programs. As an alternative, this research aims to investigate whether participating in a lesson study enriched with content representation contributes to pre-service science teachers’ PCK improvement in the heat and temperature topic. Three pre-service science teachers participated in the study. The study can be localized under the instrumental case study approach. Semi-structured interviews, content representations, observations, and field notes were used as sources of data collection. Results assert that participants’ science teaching orientations did not change a lot, participants improved in terms of knowledge of curriculum and knowledge of learner components of PCK, and participants improved in terms of knowledge of instructional strategies and knowledge of assessment components of PCK excluding subject-specific strategies dimension of the former, and what and why to assess dimensions of the latter. This study has several implications for teacher educators and science education research.

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This research focuses on chemistry teachers’ enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCKP, ePCKT, and ePCKR. While ePCKP and ePCKR represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCKT is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers’ ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.

The purpose of this longitudinal study was to explore the development of pre-service chemistry teachers’ pedagogical content knowledge regarding the effect of temperature on reaction rate topic as they took pedagogical content knowledge courses throughout the teacher education program. Pre-service teachers’ pedagogical content knowledge was examined under five components: Orientations toward science teaching, Knowledge of curriculum, Knowledge of instructional strategies, Knowledge of learners, and Knowledge of assessment. Two pre-service chemistry teachers participated in the study. Data were collected through a vignette and semi-structured interviews over two years. Analysis of data revealed that both participants’ pedagogical content knowledge components showed development. However, there was an uneven development of components of pedagogical content knowledge. Moreover, the degree and pattern of development were different for some components of pedagogical content knowledge for each participant. The present study has some implications for teacher educators and teacher education programs.

Pedagojik alan bilgisinin bir parçası olarak kabul gören pedagojik muhakeme kavramının nasıl ölçüleceği hakkında fen eğitimi araştırmaları camiası fikir birliğine ulaşamamıştır. Bu konuyu adres gösteren erken bir hamle niteliğindeki bu araştırmanın amacı; kimya öğretmenlerinin pedagojik muhakemelerini kimyasal reaksiyonlarda dengenin doğası konusu ile ilgili bir dersin planlama-öğretme-yansıtma aşamaları boyunca değerlendirmektir. Gözlem öncesi ve sonrası röportajlar ve uyarılmış hatırlama röportajları sayesinde öğretmenlerin öğretim kararları ve öğretme eylemleri esnasında yürüttükleri pedagojik muhakeme hakkında veri toplanmıştır. Öğretmenlerin röportaj sorularına verdikleri cevaplar pedagojik muhakemeyi ölçmek için önerilen değerlendirme ölçütü ile analiz edilmiş ve elde edilen bulgular puanlandırılmıştır. Araştırmanın bulguları, kimya öğretmenlerinin pedagojik muhakeme düzeylerinin yaklaşık yüzde 50 olduğunu göstermektedir. Bu değere en yüksek katkı sağlayan aşama planlama olurken, en düşük katkı sağlayan aşama yansıtma olmuştur. Öğretme ve yansıtma aşamalarında ki pedagojik muhakeme boyutları, program bilgisinden öğrencilerin fen anlamasına doğru azalmıştır. Planlama aşamasındaki pedagojik muhakeme boyutlarında ise önemli bir değişiklik olmamıştır. Katılımcıların toplamda en düşük puanı öğrencilerin fen anlaması boyutundan, en yüksek puanı ise program bilgisi boyutundan aldığı tespit edilmiştir. Kimya öğretmen eğitimi ve pedagojik alan bilgisi ile pedagojik muhakeme araştırmaları için öneriler sunulmuştur.