Current trends in TPACK research in science education: a systematic review of literature from 2011 to 2017

H. Setiawan, S. Phillipson, Sudarmin, W. Isnaeni

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    This paper reviews the research published from 2011 to 2017 that focuses on the characteristics and emerging topics on Technological Pedagogical Content Knowledge (TPACK) in Science education. A systematic search of the relevant research was undertaken of electronic databases including ERIC and Scopus using several key terms. Focussing on peer-reviewed journal articles, the screening process began with a perusal of the title and abstract, followed by the analysis of the purpose, method, findings, discussion and conclusion. The results showed that most of the research used pre-service teachers as the participants (56%). One-third used in-service teachers (31%) or both of them (13%). Furthermore, our results showed that the majority of studies use general science context (69%). Fewer studies focussed on specific subject domains, including biology (13%), Chemistry (19%), and Physics (6%). Based on the analysis of the current research, we found five key emerging trends, including the identification of teachers' TPACK (100%), the relationship between TPACK and other components of technology integration (19%), strategies to developing preservice teachers TPACK (50%), how teacher implement TPACK (44%), and developing an instrument for TPACK (19%). Based on the analysis, we suggest some topics that need further investigation.

    Original languageEnglish
    Article number012213
    Number of pages6
    JournalJournal of Physics: Conference Series
    Issue number1
    Publication statusPublished - 11 Nov 2019
    EventInternational Conference on Mathematics, Sciences, Education, and Technology 2018 - Universitas Negeri Padang (Padang State University), Padang, West Sumatra, Indonesia
    Duration: 4 Oct 20185 Oct 2018
    Conference number: 3rd

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