As far as this study is concerned, pedagogical content knowledge, on the one hand, can be a fruitful frame where prospective science teachers can be educated. On the other hand, reflection has been a dominant idea over the last decades in teachers' society. In this paper we describe a teacher training program for primary student teachers. In the context of this program, we aim student teachers to understand basic teaching models in Science Education as well as to learn a specific tool in order to analyze these models. In addition, we present the development of a student teacher's reflection depth during designing a science lesson. The research results show the development of student teacher's reflection in some aspects of pedagogical content knowledge in science education.