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LITERATURE REVIEW
A review of research on pedagogical content knowledge in science and mathematics education in the last five years
1
PhD in Education, Associate Professor of the Department of Pedagogy of Higher Education, Kazan (Volga region) Federal University, Kazan, RUSSIA
2
Doctor of Education, Professor of the Department of Pedagogy, Glazov State Pedagogical Institute named after V.G. Korolenko, Glazov, RUSSIA
3
PhD in Philosophy, Associate Professor of the Department of Sociology, Psychology and Social Management, Moscow Aviation Institute (National Research University), Moscow, RUSSIA
4
Department of Criminal Law, Criminal Procedure and Criminalistics, Peoples’ Friendship University of Russia (RUDN-University), Moscow, RUSSIA
5
Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, RUSSIA
6
Department of Medical and Social Assessment, Emergency, and Ambulatory Therapy, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA
7
Postgraduate Student of the Institute of Psychology and Education, Kazan (Volga region) Federal University, Kazan, RUSSIA
Online publication date: 2023-01-25
Publication date: 2023-02-01
EURASIA J. Math., Sci Tech. Ed 2023;19(2):em2223
KEYWORDS
ABSTRACT
This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and
mathematics education in the ERIC database. In addition, journals published in the Eric database
were searched using the same keyword. Thirty-five science and mathematics education studies
were analyzed using standards from the related literature. A qualitative thematic review was
conducted in this study. All articles were downloaded and read by the researchers. Each researcher
examined them together to determine themes. The themes determined were the subjects and
topics studied, the profile of the participants, the data collection instruments, the study design,
and the consideration of pedagogical content knowledge with its components. The results were
reviewed in terms of the competencies of preservice and in-service science and mathematics
teachers in pedagogical content knowledge, the analysis of the development of prospective
teachers' pedagogical content knowledge, and the components of pedagogical content
knowledge. Some implications of these findings were suggested for determining and developing
pedagogical content knowledge of prospective and in-service science and mathematics teachers.
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