Abstract
The purpose of this qualitative case study was to investigate the 'structure' of an elementary school teacher's practical knowledge concerning science experiment lessons. A female elementary teacher in the early career years participated in the study, and video recordings of her science experiment lessons as well as audio-taped interviews with her were analyzed by means of Elbaz's framework. The teacher expressed six images of science experiment lessons: 'Science is difficult', 'Experiments are dangerous', 'Experiments are accurate', 'A science experiment takes a long time', 'Science experiments are interesting', and 'Children are little scientists.' These images were supported by several principles and rules, most of which were clearly described. Among the images, principles, and rules, there were complex relationships with some working in synergy and some conflicting. In case of the image 'Children are little scientists', its subordinate principles and rules were not fully realized in the classroom. Implications for science teaching reform and science education research were discussed.
