DOCUMENT RESUME

This study investigated the development of PCK (pedagogical content knowledge) within a group of 12 preservice chemistry teachers (all M.Sc.) during the first semester of their 1-year post-graduate teacher education program. The study focused on PCK with respect to a central issue in science teaching; i.e., relating macroscopic phenomena to microscopic particles. The collection of data involved two written questionnaires, interviews with every individual preservice teacher and their respective mentors, and an audio recording of a specific workshop session in the teacher education program. Results indicated a growing awareness among the preservice teachers concerning the need, in teaching situations, to explicitly relate the macro level and the micro level to each other. Moreover, the importance of the careful and consistent use of language was noticed by many preservice teachers. The growth of PCK appeared to be influenced mostly by the preservice teachers ' teaching experiences. Also, the workshop appeared to contribute substantially. Finally, for some preservice teachers, their mentors appeared to have influenced the growth of PCK. Implications for science teacher education are discussed. (Contains 25 references.) (Author/YDS) Reproductions supplied by EDRS are the best that can be made from the original document