Abstract:
The aim of the present research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The chemical content of phases of matters was used as an example. The research sample consisted of 28 science student teachers. The lesson preparation task, content knowledge test and semi-structured interview were used to collect data. This study shows that science student teachers have basic knowledge, few misconceptions and certain inadequacies at conceptual level. Science student teachers had understanding difficulties about relationship between concepts affected by their previous experiences. It has been seen that most student teachers had consistent content knowledge. The results of this study emphasize that content knowledge had positive influence on Pedagogical content knowledge. Content knowledge also influenced effective reaching practice.
