Abstract

This study had two purposes: to explore the components of the pedagogical content knowledge (PCK) of an experienced elementary science teacher and to reveal the presumed interactions among these components. A naturalistic inquiry was conducted as a single case study in which in-depth qualitative data were gathered through semi-structured interview questions. After the theory-based and data-driven analysis of the qualitative data, the verbal communication was quantitated into numerical data for the enumerative analysis. The results revealed that the teacher’s knowledge of students’ understanding and difficulties, knowledge of the elementary science curriculum and knowledge of instructional strategies and representations were found to be mostly intersected PCK components, whereas orientations towards teaching science and knowledge of assessment in science had limited connections to the other components. Further discussions and context-based suggestions are given regarding professional development programmes.