Abstract This paper systematically synthesizes theoretical studies on science (chemistry) pedagogical content knowledge (PCK) from the lenses of conceptual framework, definition orientation, component boundary, theoretical models, as well as subject-and topic-specificity. Results show that the existing studies (1) are grounded on Shulman's framework; (2) adopt either the "static structure" or "dynamic construction" perspective; (3) highlight the definition of and interactions among the PCK components; (4) employ either the integrative or transformative model to interpret the relationship between SMK and PCK; and (5) underscore the subject-and topic-specificity of PCK. Based on the research trends at home and abroad, it also provides relevant implications for future research of chemistry PCK in China.
DENG Feng, FENG Yan-Fang, LI Mei-Gui. Theoretical Studies on Science Pedagogical Content Knowledge: Progress and Implications[J]. Chinese Journal of Chemical Education, 2019, 40(5): 86-90.
