摘要：This paper presents on four primary science Thailand teachers case studies which was constructing the content representation (CoRe). Their perspective and approach for constructing the CoRe could be interpreted to show the pedagogical content knowledge (PCK). This study determines how primary science teachers interpreted, used and developed their understanding of teaching global warming. The finding elucidated that their developed affluent understanding of their professional knowledge of teaching practice, class assignment and making understanding content knowledge of global warming. As a consequence, their CoRe offered a meaningful way for them to come to understand PCK and its influence on science teaching.
