H. Setiawan, S. Phillipson, Sudarmin, W. Isnaeni
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. © 2019 IOP Publishing Ltd.
Faculty of Education, Monash University, Australia; Department of Integrated Sciences, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Indonesia; Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Indonesia
