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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.

This research aims to measure the innovative and creative character of Chemistry students in batik motifing of Chemical structures after learning natural products with the integrated STEM approach Ethnoscience. This type of research is a qualitative descriptive study with students of Chemistry education at UNNES taking Natural Product courses as a subject. Instruments data collection are questionnaires, interviews, the value of chemical batik products, and creativity in describing the meaning of batik motifs, appearance, origin, and color creations that have been designed on canvas. Chemical batik products produced by Ethno-STEM Project study were assessed by a research team and batik experts from Zie Batik Malon Gunungpati and batik experts from Pekalongan to determine which batik motifs are feasible to be produced as a form of research downstreaming. The final result of the batik design was decided that four decent batik products were produced in terms of motifs, color display, originals, and interesting creativity according to the judgment of batik experts. The four innovative and creative batik motifs with high scores are the anti-Christian batik motif, alpha pinene, curcuminoid, and Etbo-STEM carotenoids. From the results of this study it was concluded that the profile of innovative and creative character of students after learning with the Etno-STEM approach is very good.

The topic of essential oil is one of the topics of the Natural Organic Chemistry course which discusses the meaning of essential oils and examples, isolation techniques and identification of essential oils, structural tests and the number of essential oil components. The next discussion was related to the engineering of the main compounds in essential oils, as well as the calculation of the yield of essential oil products. Learning of essential oils is still conventional, and less contextual, therefore in this study an essential oil learning with integrated science technology engineering mathematics (STEM) approach of ethnoscience and an integrated STEM approach of Ethonoscience has never been done by lecturers. This type of research is a qualitative descriptive study, the research subjects are the owners and workers in essential oil refining, with a focus on the reconstruction of Indegenous science based science knowledge and the design of the essential oil learning model with an integrated STEM approach to ethnoscience. Local essential oils used as research objects are clove oil, citronella oil, and traditionally produced patchouli oil. Data collection through interviews and observations at the traditional distillation of essential oils in Boyolali, Central Java. Data and information from interviews were carried out scientifically into scientific knowledge through a process of verification, reduction, validation, conceptualization, and documented as a source of essential oils learning with an integrated STEM Ethnoscience approach. From the results of the research and discussion, it can be concluded that (1) essential oil owners and workers have understood scientifically about the concept of essential oils, how to distill essential oils and their separation, knowledge of how to obtain good essential oil products, and calculate yield and loss of oil production volatile, (2) The learning model of essential oils with STEM approach integrated ethnoscience with project-based learning models was found, and (3) the results of the implementation of the essential oil learning model of the STEM approach integrated ethnoscience obtained positive responses and were able to improve student learning outcomes and experience.

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