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

Abstract

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.

Thematic Content Analysis of Postgraduate Dissertations on Technological Pedagogical Content Knowledge: The Case of Turkey

“…In Table 1, studies related to TPACK are briefly summarized. Ayvaz, 2019;Bulut, 2012;Canbolat, 2011;Gündüz, 2018;Janssen & Lazonder, 2015;Kabakçı, 2011, Karakaya, 2012Kaya, 2010;Keser, Karaoğlan Yılmaz & Yılmaz, 2015;Kılıç, 2011;Kılıç, 2015;Kocakaya, 2015;Öztürk, 2013;Tokmak, Yelken, & Konakman 2013;Savaş, 2011 Studies on teachers' TPACK Ay, 2015;Archambault & Crippen, 2009;Kılıçkeser, 2019 Studies on instructors' TPACK Şimşek, Demir, Bağçeci & Kinay, 2013 Studies on the impact of experimental applications on TPACK development Baran, Canbazoğlu Bilici, Albayrak Sarı & Tondeur, (2019); Chai, Koh & Tsai, 2011;Çelik, Hebebci & Şahin, 2014;Ersoy, Yurdakul & Ceylan, 2016;Koh & Chai, 2014;Niess, 2005; Content analysis studies Abbit, 2011; Baran & Bilici, 2015;Chai, Koh & Tsai, 2013;Gür & Karamete, 2015;Kaleli-Yılmaz,2015;Korucu, Usta & Atun, 2017;Dikmen & Demirer, 2016;Rahmawatib, Budiyantoa & Basori, 2019;Setiawan, Phillipson, Sudarmin & Isnaeni, 2019;Yigit, 2014;Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013;Wang, Schmidt-Crawford & Jin, 2018;Willermark, 2018 As can be seen from Table ...…”

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

“…Current research on TPACK mainly focuses on three major themes, including measuring (students) teachers TPACK, the relationship between TPACK and other components of technology integration, and strategies for developing prospective teachers TPACK (Setiawan, Phillipson, & Isnaeni, 2019). Firstly, two main methods to measure participants' TPACK, including via self-report and via performance (e.g., Kafyulilo, Fisser, Pieters, & Voogt, 2015;Maeng, Mulvey, Smetana, & Bell, 2013).…”

A Case Study: Technological Pedagogical and Content Knowledge (TPACK) of Pre-service Physics Teacher to Enhance the 4C’s Skills During Online Learning

“…It is aimed to expose TPACK competence of pre-service teacher to enhance students' 21st century skills in physics learning. Based on research of TPACK has been done and can be grouped into five parts, namely the relationship between TPACK and other variables, TPACK instrument development, strategies to develop TPACK, identify TPACK, and how teachers adopt TPACK (Setiawan, et al, 2019;Yulisman, et al, 2019). Based on earlier study on how to measure TPACK summarized by Setiawan, et al (2019), it shows that there are two basics focuses; which are self-reports and performance.…”

“…Based on research of TPACK has been done and can be grouped into five parts, namely the relationship between TPACK and other variables, TPACK instrument development, strategies to develop TPACK, identify TPACK, and how teachers adopt TPACK (Setiawan, et al, 2019;Yulisman, et al, 2019). Based on earlier study on how to measure TPACK summarized by Setiawan, et al (2019), it shows that there are two basics focuses; which are self-reports and performance. Self-report focuses on a certain context or based on experience implementing TPACK while teaching, whereas performance observes how teachers develop lesson plans that implement TPACK, research while teachers are teaching, and measuring TPACK skills from teacher's reflection.…”