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<p>The purpose of this study is to conduct a systematic content analysis of Technological Pedagogical Content Knowledge (TPACK) research, focusing on the concepts covered in the science curriculum in Türkiye. A total of 408 Türkiye based studies published between 2010 and 2024 were analyzed and retrieved from the Web of Science, Google Scholar, Dergipark, and the National Thesis Center. Findings indicate that the most frequently studied science concepts of the curriculum were environment, sound, and electricity. The most common science related terms in research titles are environment, physics, electricity, chemistry, and biology. The number of studies increased until 2019 but declined afterward. Quantitative methods are the most frequently used, with scales being the primary tool for data collection. Additionally, research on pre-service and in-service teachers is nearly equal in number. Beyond summarizing national research findings, this study presents a transferable analytical model for examining how scientific concepts from school curricula are represented in TPACK studies, thereby providing valuable insights for both national and international audiences.</p>

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Systematic review of science curriculum concepts within TPACK studies from Türkiye

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月18日

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  • Mustafa Ergun,
  • Mustafa Necati Uzuner

摘要

The purpose of this study is to conduct a systematic content analysis of Technological Pedagogical Content Knowledge (TPACK) research, focusing on the concepts covered in the science curriculum in Türkiye. A total of 408 Türkiye based studies published between 2010 and 2024 were analyzed and retrieved from the Web of Science, Google Scholar, Dergipark, and the National Thesis Center. Findings indicate that the most frequently studied science concepts of the curriculum were environment, sound, and electricity. The most common science related terms in research titles are environment, physics, electricity, chemistry, and biology. The number of studies increased until 2019 but declined afterward. Quantitative methods are the most frequently used, with scales being the primary tool for data collection. Additionally, research on pre-service and in-service teachers is nearly equal in number. Beyond summarizing national research findings, this study presents a transferable analytical model for examining how scientific concepts from school curricula are represented in TPACK studies, thereby providing valuable insights for both national and international audiences.