Exploring the Pre-Service Science Teachers’ TPCK and Classroom Practices.

The purpose of this study was to explore the Pre-service Science Teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPCK) and their teaching practices in real classroom settings involving the topic of photosynthesis and cellular respiration. This study also investigated the relationships among the components of PSTs’ TPCK and practical knowledge in middle school classrooms. 41 randomly selected PSTs (19 females and 22 males) in their final semester in a science teacher education program participated in the study. Data were collected from multiple sources, including open-ended questionnaires, semi-structured interviews, lesson plans, drawings for the PSTs’ TPCK and classroom observation protocol, video records and field notes for the PSTs’ teaching practices in middle school science classrooms. Findings obtained from the data showed that PSTs’ were lack of sufficient conceptual knowledge and views on nature of science and hold general alternative conceptions