Interactions among the components of pedagogical content knowledge in science teaching A review of academic production

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María Camila Castillo-Cabezas
Universidade Federal do Rio Grande, Brasil
https://orcid.org/0000-0003-4086-9686
Luis Fernando Mackedanz
Universidade Federal do Rio Grande, Brasil
https://orcid.org/0000-0002-0138-0119

Abstract

This literature review aims to update the state of the art regarding the nature and dynamics of the interactions among the components of pedagogical content knowledge (PCK) in science teaching, covering the period from 2008 to 2024. To this end, internationally recognized databases and electronic journals were consulted, including ERIC, Education Database (ProQuest), ProQuest Central, Scopus, SpringerLink, ScienceDirect, Web of Science, and the CAPES Journals Portal. Content analysis of the selected studies revealed research trends that emphasize, on the one hand, the conception of PCK as an integrated construct whose components interact dynamically in the science teaching-learning process, and on the other hand, the central role of teaching experience in activating and mobilizing these components in real educational contexts. The findings indicate that understanding PCK as an articulated and fluid structure contributes to more effective pedagogical practices and enhances students' scientific learning. The synthesis of the evidence gathered in this review highlights the importance of approaches that consider the holistic nature of PCK and reinforces the need for future research exploring the complexity of its interactions across different educational levels.

Item information
Published: Jul 15, 2025
Issue: No. 17 (2025): Revista Convergencia Educativa
Section: Artículos de Investigación
DOI: https://doi.org/10.29035/rce.17.29
Keywords: PCK components interaction, Science teaching, Teacher training and thinking

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How to Cite
Castillo-Cabezas, M. C., & Mackedanz, L. F. (2025). Interactions among the components of pedagogical content knowledge in science teaching: A review of academic production. Convergencia Educativa, 17, 29-49. https://doi.org/10.29035/rce.17.29
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