Pedagogical Content Knowledge (PCK) in Physics Teachers: A Systematic Scoping Review Astrini Dewi Kusumawati, Endang Purwaningsih, Markus Diantoro, Edi Supriana, Amrizaldi, Revnika Faizah
Department of Physics, Faculty of Mathematics and Natural Sciences, State University of Malang, Jl. Semarang 5 Malang, Indonesia
Abstract
This study aims to determine the Pedagogical Content Knowledge (PCK) of physics teacher on teaching specific subject matter in high school. This type of research used empirical studies by 20 articles between 2015 to 2025, peer-reviewed journals in the context of high school physics program. The outcomes of this review study are discussed under these themes (a) In what ways does the use of PCK in instruction support student learning? (b) What difficulties do teacher face in using PCK? (c) What is the relation between students^ use of PCK and students^ problem-solving skills? (d) What is the relation between students^ use of PCK and students^ argumentation skills? (e) What is the relation between students^ use of PCK and students^ critical thinking skills? We identify gaps in the existing knowledge base, and we propose future research directions in these three areas: (a) Exploring the use of PCK in physics high school- (b) Blending of different kinds of PCK- and, (c) The use of virtual reality applications
Keywords: Physics Teacher, PCK, Argumentation, Critical Thinking, Problem Solving
