The purpose of this study was to examine the interactions between in-service chemistry teachers’ science teaching orientations and other components of their pedagogical content knowledge (PCK). Two experienced chemistry teachers participated in this study. Data were collected through interviews, classroom observations, and field notes as the participants taught the mixtures unit. The results indicated that the participants held solid foundation purposes, in which students use science to be successful in their exams or next classes, along with everyday coping and correct explanations purposes. When participants’ correct explanations and solid foundation purposes interacted together with the same PCK component, solid foundation appeared to be the reason for their correct explanations purpose. The teaching strategies that teachers preferred to use interacted with their solid foundation and correct explanations purposes, and the participants altered curricula only if they believed it would lead students to achieve better scores on examinations. Participants’ beliefs about science teaching and learning indicated aspects of teacher-focused beliefs that prevent teachers from focusing on students’ prerequisite knowledge, learning difficulties, and misconceptions. These beliefs interacted with all the sub-components of knowledge of instructional strategies. In addition, there was an interaction between knowledge of curricula and beliefs about science teaching and learning for participants that were more knowledgeable about the curriculum. Moreover, what the teachers assessed was related to their correct explanations and everyday coping beliefs, while the way they assessed was related to their solid foundation beliefs. Last, none of the participants emphasised the aspects of the nature of science during their instruction.

中文翻译：

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在职化学教师的科学教学取向与教学内容知识的组成部分之间的相互作用

这项研究的目的是检验在职化学教师的科学教学取向与他们的教学内容知识（PCK）其他组成部分之间的相互作用。两名经验丰富的化学老师参加了这项研究。参与者通过讲授混合物单元时，通过访谈，课堂观察和现场笔记收集了数据。结果表明，参与者具有扎实的基础目标，即学生利用科学在考试或下一堂课中取得成功，以及日常应对和正确解释的目的。当参与者的正确解释和扎实的目的与同一个PCK组件相互作用时，扎实的基础似乎是他们正确解释目的的原因。教师偏爱使用的教学策略与他们扎实的基础和正确的解释目的相互影响，并且参与者只有在相信可以引导学生在考试中取得更高成绩的情况下才更改课程。参与者对科学教学的信念表明了以教师为中心的信念的各个方面，这些信念使教师无法专注于学生的必备知识，学习困难和误解。这些信念与教学策略知识的所有子部分相互作用。此外，课程知识与对课程更加了解的参与者对科学教学的信念之间存在相互作用。而且，老师评估的内容与他们的正确解释和日常应对信念有关，而他们的评估方式与他们的扎实基础信念有关。最后，没有一个参与者在教学过程中强调科学本质的各个方面。