Science Teaching and TPACK: A Systematic Literature Review
DOI:
https://doi.org/10.36661/2595-4520.2026v9n1.15196Keywords:
TPACK, literature review , Science TeachingAbstract
The increasing presence of technology in the educational context underscores the need to train teachers for the proper use of these resources, thereby expanding teaching and learning strategies. Seeking to understand how technological integration is being implemented in Science Education, we conducted a systematic literature review focused on the Technological Pedagogical Content Knowledge (TPACK) framework. Using the Qualis-Periodicals system of the Coordination for the Improvement of Higher Education Personnel (CAPES), for the 2017–2020 quadrennium, we analyzed 45 studies out of a total of 319, covering the period from 2013 to 2023. The results showed that teacher training aimed at technological integration through the TPACK framework in Science Education occurs predominantly in non-formal settings, with limited theoretical depth and weak alignment between the epistemological foundations of the framework and the corresponding training proposals. Thus, we understand that promoting teacher training programs focused on technological integration—especially within formal education settings—when conducted in a coherent manner and aligned with the TPACK framework, contributes to strengthening teaching practices and responding to contemporary pedagogical demands in Science Education.
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Copyright (c) 2026 Jan Torres Lima, Dioni Paulo Pastorio, Alexander Montero Cunha
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