The model of Educational Reconstruction (ER model) has been developed as a theoretical framework for research that systematically studies the relation between students' pre-scientific conceptions, scientific conceptions and teaching contents. This ER model will be developed further into a model of Educational Reconstruction for Teacher Education (ERTE). This ERTE model forms the basis for a qualitative study of teachers' Pedagogical Content Knowledge (PCK) on the topic of evolution. This study's primary aim is to formulate recommendations and guidelines for the learning programme for teacher education and will focus on the following three research questions:

1. What knowledge and beliefs do teachers have of the subject matter for teaching?
2. What knowledge and beliefs do teachers have of students' pre-scientific conceptions on the subject of evolution?
3. What knowledge and beliefs do teachers have of subject matter representations?

Peer reviewed journal articles

• Van Dijk, E.M. & Kattmann, U. (2007). A research model for the study of science teachers' PCK and improving teacher education. Teaching and Teacher Education, 23, 885-897.
• Van Dijk, E.M. & Kattmann, U. (submitted). Putting biology education in a natural-history perspective.

Journal articles

• Van Dijk, E.M. & Kattmann, U. (in press). Biology education in a natural-history perspective: On reform at lower secondary level, Part I: Fundamentals. Mathematics and science education.
• Van Dijk, E.M. & Kattmann, U. (in press). Biology teaching in a natural history perspective: On reform at lower secondary level, Part II: Implementation. Mathematics and science education.

• International approaches to organising biology lessons at lower secondary level with reference to the theory of evolution. "Biology in Context" Workshop, IPN: Kiel, February 2006.
• Educational reconstruction of evolution for teacher Education: A pedagogical content knowledge study (poster). ERIDOB-conference, Institute of Education, University of London: London, September 2006.
• A pedagogical content knowledge study on evolutionary theory. International conference of the VBIO Biology Didactics Group, University of Duisburg Essen: Essen, September 2007.