摘要：AbstractTeachers’ difficulty in responding to changes of their teaching practice has been often attributed to insufficiency of content knowledge. The present study aims to investigate (a) the teaching strategies preschool teachers use to approach two science concepts (sinking/floating and evaporation), and (b) the influence of the content knowledge on the teaching strategies. Interviews to 20 teachers reveal that their teaching is more consistent with an “empirical” than a “contemporary” approach and that content knowledge is not the principal factor that influences teaching processes.
