Systematic Review on Pedagogical Content Knowledge for Preservice Science Teachers

Susilowati Susilowati; Suciati Suciati; Sulistyo Saputro; Muzzazinah Muzzazinah

doi:10.2991/978-2-38476-406-8_30

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Systematic Review on Pedagogical Content Knowledge for Preservice Science Teachers

Authors

Susilowati Susilowati¹^{, 2}^{, *}, Suciati Suciati¹, Sulistyo Saputro¹, Muzzazinah Muzzazinah¹

¹Sebelas Maret University, Surakarta, Indonesia

²Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

^*Corresponding author. Email: susilowati@uny.ac.id

Corresponding Author

Susilowati Susilowati

Available Online 22 May 2025.

DOI: 10.2991/978-2-38476-406-8_30 How to use a DOI?
Keywords: Systematic Review; Pedagogical Content Knowledge; Preservice Science Teachers
Abstract: This systematic study aims to identify research trends regarding the development of Pedagogical Content Knowledge (PCK) for preservice science teachers in science learning. The method used Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA). The parameters used in this study use the PICOS design. An article search was carried out using the keyword “pedagogical content knowledge in science teaching” with the criteria of articles from international journals from 2010 to 2020. The next step is the process of selecting articles. The data for the study was acquired from wiley on library, google scholar, and sagepub. Based on searches using the keywords, 205 articles were obtained and acquired 15 articles that appropriate with inclusion criteria. The article reviewed as a whole from the full paper and resulted in 14 articles. Articles that met the eligibility criteria were used for synthetic materials in a systematic review. Based on the results of the review, a synthesis was obtained regarding the model for the professional development of science teachers. To produce professional science teachers, several important aspects are needed, including belief or self-efficacy, inquiry-based teaching, socio-scientific issues, explaining skills, and metacognitive awareness.
Copyright: © 2025 The Author(s)
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of the International Conference on Multidisciplinary Studies (ICoMSi 2024)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 22 May 2025
ISBN: 978-2-38476-406-8
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-406-8_30 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

ris enw bib

TY  - CONF
AU  - Susilowati Susilowati
AU  - Suciati Suciati
AU  - Sulistyo Saputro
AU  - Muzzazinah Muzzazinah
PY  - 2025
DA  - 2025/05/22
TI  - Systematic Review on Pedagogical Content Knowledge for Preservice Science Teachers
BT  - Proceedings of the International Conference on Multidisciplinary Studies (ICoMSi 2024)
PB  - Atlantis Press
SP  - 396
EP  - 407
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-406-8_30
DO  - 10.2991/978-2-38476-406-8_30
ID  - Susilowati2025
ER  -

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