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Number of articles published each year Figure 2 shows research publications with PCK from 2018 to 2022. In 2018 there were 55 published articles indexed by Scopus, then in 2019 and 2020, there was a very significant increase, namely 81 and 92 articles. Then the following year, namely 2021, there will be a decrease from 92 to 85 articles. Then in 2022. Then in 2022, there will be a reduction to 55 articles.
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This study aims to determine the research development with Pedagogical Content Knowledge in the World from 2018 to 2022. This research is a type of qualitative research with literature studies. Research data was obtained using the Scopus search engine to identify research related to the Pedagogical Content Knowledge theme from 2018 to 2022. This st...
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Citations
... Bibliometric studies in PCK have concentrated on a limited period (Alka et al. 2023;Ye et al. 2019). The exception is the bibliometric review by Doğru et al. (2019), Turkish authors who also considered the WoS database for the period 1970-2019 (which is surprising, considering the year of publication of Shulman's (1986) original works). ...
... The increase in PCK research is exponential, as seen in similar bibliometrics (Alka et al., 2023;Irwanto, 2021;Nasir et al., 2023). Most of the PCK researchers who have published in WoS-indexed journals have only participated in a few publications, with a rather small number of specialists (< 100) having published 6 studies or more. ...
... These specialists are mostly associated with other researchers addressing the same specific PCK, with few or no connections between clusters. While bibliometric analyses on PCK have identified limited clusters (Alka et al., 2023;Doğru et al., 2019), this would be the first time they are linked to a specific number of publications, identifying the countries and disciplinary areas that characterize each cluster. ...
Pedagogical content knowledge (PCK) is a key construct that emerges as distinct from both pedagogical and disciplinary knowledge, essential for understanding how teacher training should be structured. Since its genesis, it has been the subject of thousands of studies, and although there are reviews within each disciplinary PCK area (e.g., PCK in mathematics), there are no bibliometric analyses that allow for the recognition of trends and gaps in productivity in the field of teaching in general. The aim of the present study was to identify such patterns through a review of high-impact specialized journals. For this purpose, 1,942 Web of Science articles were analyzed with various bibliometric parameters and digital visualization software. The results show a series of trends not described in previous literature. The implications for research on teacher training are discussed, considering the initial intent behind the construct's formulation and its relevance to contemporary educational challenges, and new lines of research are proposed.
... Nodes (connection points) of the same color represent groups of authors who frequently collaborate, forming distinct collaborative clusters. These collaborations reflect common academic research patterns, where authors with similar research interests work together, creating focused research groups on specific topics (Alka et al., 2023). Each cluster represents a particular research topic, with certain authors at the center of the cluster. ...
This study aims to identify and analyze research trends in gamification focusing on science education and explore opportunities for further development. Using the Systematic Literature Review (SLR) method, a total of 126 relevant publications were identified from the Publish or Perish database indexed by Scopus, with 43 documents from the 2019–2023 period selected and analyzed based on inclusion criteria. These criteria include articles discussing gamification in science education, English-language articles, open-access publications, and Scopus-indexed articles. The literature review process followed PRISMA guidelines to ensure the quality of results, and data were analyzed using bibliometric methods with the assistance of VOSviewer 1.6.20 software. The results indicate significant fluctuations in the number of publications and citations year by year, reflecting the dynamics of research activity. Most publications originate from Spain, the United States, and Malaysia, with quantitative methods being the most widely used approach (51%). The main themes explored include student engagement, motivation, and conceptual understanding, particularly in STEM subjects. Collaborative networks highlight the importance of diverse perspectives in advancing gamification research. Density analysis reveals that the long-term impact and scalability of gamification in educational science still hold substantial potential for exploration. Therefore, further studies are urgently needed to optimize the role of gamification and maximize its benefits in the learning process.
... The factors considered include annual publication trends, citations, author productivity, country productivity, and frequently used research methods. The results of the analysis will be used to identify thematic evolution and current research trends on the topic of TPACK in elementary education (Alka et al., 2023;Lee et al., 2022). The final step of this research is to identify research gaps and propose future research directions on TPACK in elementary education. ...
... Nodes in close proximity with the same color represent groups of authors who frequently collaborate, forming several collaboration clusters. This collaboration reflects a common pattern in academic research, where authors with similar research interests work together, creating focused research groups on specific topics (Alka et al., 2023). Each cluster represents a particular topic, with authors at the center of the cluster, such as Jaehong Jang, Yujung Ko, Won Sug Shin, and Insook Han, who play pivotal roles in the collaboration network. ...
This study aims to identify and analyze trends in Technological Pedagogical and Content Knowledge (TPACK) research in primary education, while also exploring opportunities for further research development. Using the Systematic Literature Review (SLR) method, 226 relevant publications were found in the Scopus and Publish or Perish databases, with 31 documents from the period 2019-2023 selected and analyzed based on inclusion criteria. The literature review process followed PRISMA guidelines to ensure the quality of results, and the data were analyzed using bibliometric methods with the assistance of VOSviewer 1.6.20 software. The results showed a relatively stable increase in TPACK article publications in primary education, despite a slight decline in 2020 and 2023. Most publications originated from China, Turkey, and the United States, with quantitative and qualitative methods being the most commonly used approaches. The main themes explored included technology integration, teacher training, professional development, and educational technology. Density mapping analysis revealed that content, pedagogical, and technological knowledge remain underexplored in depth, indicating that further research is needed to expand understanding of TPACK application in primary education.
