Technological pedagogical content knowledge in science education: A scientometric review

Abstract

This study presents one of the first scientometric reviews of technological pedagogical content knowledge (TPACK) in science education. The review highlights how teachers’ digital pedagogical knowledge has been conceptualised and evolved to support learner-content, learner-teacher, and learner-technology interaction in science education. The analysis drew on 564 bibliographic records from the Web of Science from 2014 to 2024. Quantitative methods were applied to capture publication growth, citation impact, contributions from countries, institutions, journals and authors, and thematic development. Data analysis included network analysis, polynomial regression, least squares trend analysis, and Chi-square tests. Bradford’s and Lotka’s laws were applied to assess journal and author productivity. Science mapping tools supported visualization, including VOSviewer, Biblioshiny, and the Bibliometrix R package. Advanced statistical analyses were performed using the statistical package for the social sciences. The results show accelerated growth in TPACK publications after 2018, with output peaking between 2020 and 2022 as pandemic-driven demands increased the use of educational technologies. China, the United States, and Turkey emerged as the leading contributors, while Nanyang Technological University and the Chinese University of Hong Kong dominated institutional output. Chai Ching Sing was found to be the most prolific author. Author productivity revealed that TPACK scholarship in science education is dominated by one-time contributors supported by a small core of active scholars. Thematic evolution reveals a shift from knowledge integration toward teacher education and professional development, with recent expansion into mathematics and science education.