A review of research on pedagogical content knowledge in science and mathematics education in the last five years
Elvira G. Galimova 1 * , Marina A. Zakharishcheva 2, Elena N. Kolomoets 3, Alexey A. Chistyakov 4, Alexey I. Prokopyev 5, Alexandra V. Beloborodova 6, Railya A. Ilaeva 7
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1 PhD in Education, Associate Professor of the Department of Pedagogy of Higher Education, Kazan (Volga region) Federal University, Kazan, RUSSIA2 Doctor of Education, Professor of the Department of Pedagogy, Glazov State Pedagogical Institute named after V.G. Korolenko, Glazov, RUSSIA3 PhD in Philosophy, Associate Professor of the Department of Sociology, Psychology and Social Management, Moscow Aviation Institute (National Research University), Moscow, RUSSIA4 Department of Criminal Law, Criminal Procedure and Criminalistics, Peoples’ Friendship University of Russia (RUDN-University), Moscow, RUSSIA5 Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, RUSSIA6 Department of Medical and Social Assessment, Emergency, and Ambulatory Therapy, I.M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA7 Postgraduate Student of the Institute of Psychology and Education, Kazan (Volga region) Federal University, Kazan, RUSSIA* Corresponding Author

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Mini Review

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 2, Article No: em2223

https://doi.org/10.29333/ejmste/12837

Publication date: 01 Feb 2023

Online publication date: 25 Jan 2023

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Article Downloads: 42

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