Abstract

This study investigated the pre- service teachers to design Content Representation (CoRe) for particular chemistry topics and the content of their CoRe reflect the components of pedagogical content knowledge (PCK) as identified by Magnusson et al (1999). In this research, the participants demonstrated their PCK through the process of design a CoRe, teaching in the classroom and discussion with the researcher during interviews. The result show that the preservice teachers’ ability in creating lesson plans according to CoRe. They implemented the PCK lesson plans to actual classroom. It was found that the pre-service teachers had better understanding and practice of blending of pedagogical knowledge and content knowledge together that supported them to be confidence in integrating of chemistry contents and the aforementioned five components of PCK ( knowledge of goal and purpose of teaching science, knowledge of instructional strategies for teaching science, knowledge of science curriculum, knowledge of assessment in science and knowledge of learner and learning to their classroom practices).

Key words: Content Representation (CoRe), Pedagogical Content Knowledge (PCK), Pre-service teachers