Many factors influence student learning outcomes, one of which is teachers' pedagogical content knowledge (PCK) in classroom interactions with students. The purpose of this research is to investigate the mapping of science teachers' PCK in science classroom interaction. Bring about data from video-recording and semi-structured interviews; this present case study explores the mapping of science teachers’ PCK in classroom interactions between the participant and the students through the transcript-based lesson analysis (TBLA). The principal findings of this research illustrate that the mapping teachers’ PCK could at least be summed up in four main lines of learning, namely the purpose of learning, the student’s understanding of static electricity learning, learning strategies for appropriate teaching materials, and how the students' understanding of learning can be assessed. This empirical evidence implies that it could help the teachers reflected on their learning outcomes through investigation transcript based on lesson evidence to focus on PCK mapping, and also used as a motivation to be open to learning improvement.