The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs’ reasons for the level of data richness in their LPs on PCK. PSTs’ handwritten LPs were analyzed through an analytic rubric, and semi-structured interviews were conducted with 79 randomly selected PSTs. Results revealed a range of the level of data richness of the PSTs’ LPs on PCK and five descriptive categories about the PSTs’ reasons for the richness of LP data on PCK. The study implies that researchers should consider the inclusion of the LP as a valid tool in their triangulation design; however, they should weigh the factors that influence the collection of rich data in their PCK studies to triangulate findings better to portray a holistic picture of PCK.

本研究的目的是，首先，检验职前科学教师（PSTs，N= 631）作为收集有关其教学内容知识（PCK）的丰富数据的来源，其次，定性地描述了 PST 对其 PCK LP 中数据丰富程度的原因。通过分析标准对 PST 的手写 LP 进行分析，并对 79 个随机选择的 PST 进行半结构化访谈。结果揭示了 PST 在 PCK 上的 LP 的数据丰富程度的范围，以及关于 PST 在 PCK 上的 LP 数据丰富的原因的五个描述性类别。该研究表明，研究人员应考虑将 LP 作为其三角测量设计中的有效工具；然而，他们应该权衡影响 PCK 研究中丰富数据收集的因素，以更好地对结果进行三角测量，以描绘 PCK 的整体图景。