One of the challenges higher education institutions face is to effectively endow science primary teachers with competences on "how", "where", "when" and "whether" to use technological resources (software and hardware) in teaching contexts. Teachers' Technological Pedagogical Content Knowledge (TPCK) requires knowing about how to represent subject matter (i.e. sciences) with technology from a socio-constructivist approach. A qualitative methodology following a design-based-approach is adopted in this study with the intention to develop a design framework of technology enhanced science education for the professional development of primary teachers. The study identifies strategies for TPCK development of science primary teachers, particularly in higher education (under and postgraduation courses). The paper presents some of the results of the study, which suggest that the combination of problem-based approaches (pedagogy) with research-based technological resources (technology) could be a way to develop innovative science lessons for pupils. [For complete volume, see ED567040.]