Description:
Over the past five years we have been involved in a research project that has attempted to recognise and then represent the pedagogical content knowledge (PCK) of successful Australian science teachers. The aim has been to capture, document and share teachers' PCK about specific science topics in ways that may be accessible to teachers and researchers involved in science education. In this paper, we illustrate the two integrated ways we have represented science teachers' topic specific PCK and discuss the theoretical framework that has informed our choice of representation.