Abstract
This study explored, from the perspective of pedagogical content knowledge, how pre-service science teachers’ cognitions on science lesson change through teaching practice. We conducted pre (N=224)post (N=226) survey (years 2015, 2016, 2017) before/after teaching practice on prospective science teachers at National University A. Consequently, we pointed out following two points: (1) student teachers do not fully identify differences between to understand students’ reality and to instruct them, (2) at preparation of lesson, they became able to make a lesson based on the topic/subject matter that they try to teach, considering strategies that they utilize.
