Abstract Based on the theme of amount of substance,this study explores the relationship between content knowledge (CK) and pedagogical content knowledge (PCK) of preservice chemistry teachers. Data sources include CK interviews,CoRe interviews,teaching videos,teaching design,reflective journal and other diversified qualitative data. Analysis induction method and deductive method based on Gess-Newsome (2015) PCK model were used to analyzed data. The findings are as follows:teacher lens affects preservice chemistry teachers’ understanding and development of content knowledge;content knowledge influences the choice of teaching strategy and content representation;preservice chemistry teachers with different content knowledge do not have adequate understanding of students. This study is of great significance to the professional development of preservice chemistry teachers.
LAI Ping, LIU Rui, ZHANG Jing. Case Study on the Relationship between Preservice Chemistry Teachers’ Content Knowledge and PCK: Theme of Amount of Substance[J]. Chinese Journal of Chemical Education, 2022, 43(22): 62-71.
