摘要：Effective and experienced teachers have the capacity to transform and enact subject matter into forms that can be understood by students. The capacity to transform depends on the blending of content and pedagogy and it is conceptualised as pedagogical content knowledge (PCK). The purpose of this study is to investigate the understandings and practices that comprise a biology teacher's PCK. In this research, the research participant demonstrated her PCK through writing a content representation (CoRe), teaching in the classroom, and discussion during the interview. The researcher determined the extent and nature of her PCK in relation to the Magnusson et al (1999). The findings expose the teacher's understanding and practice of PCK supported teaching and learning science based on constructivism. The teacher had strong, clearly articulated views on the NOS which she implemented all components of PCK confidently into her teaching.
