Abstract
This study examined the ways pedagogical content knowledge (PCK) components were integrated during a middle school teacher's teaching of natural selection and explored how she reflected on those connections. A PCK map approach was used to analyze a natural selection lesson. Major findings include knowledge of instructional strategies and representation (KISR) and knowledge of science content (KSC) were the most frequently connected with other PCK components while knowledge of assessment (KAs) had the most limited connection with other components. Analysis of a joint reflective conversation found both productive and unproductive reflective episodes, the nature of which will be discussed.
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