This study addresses suggestions for analyzing science teachers' pedagogical content knowledge (PCK) components and their interactions and these suggestions are expected to facilitate the analysis of science teachers' PCK, resulting in more accurate representations of PCK. Knowledge of the science curriculum, knowledge of students' understanding of science, knowledge of assessment in science, and knowledge of instructional strategies were used as specific PCK components in this study and the PCK mapping approach was used as the theoretical framework. Suggestions for PCK components' analysis are based on the similarity among PCK components and the similarity between PCK components and other knowledge domains. Furthermore, suggestions for the analysis of interaction among PCK components are related to the direction of interaction, the strength of one interaction considering its content, and categorizing the number of interactions between PCK components. These suggestions can provide new insights into the analysis of PCK components and their interactions for researchers and improve the precision and heuristic power of PCK models.