Synthesis of components of Pedagogical Content Knowledge (pck) of science teachers: Presenting a conceptual model

Pedagogical Content knowledge (pck) of science teachers has a complex and diverse nature. The purpose of the present study is to review the studies in this field and obtain a coordinated result from the components and subcomponents of the pck and to extract the components that have been further researched. The results of this research can be useful for researchers who are looking to identify or develop a specific group of teachers in a particular subject. The research method was meta-synthesis and the data were analyzed using a seven-stage Marsh synthesis model. The statistical population, articles and dissertations are valid in the field of PC and 118 articles were identified based on the inclusion criteria and 41 research articles were selected for analysis based on the exclusion criteria. Data were collected and recorded by a form designed by researchers, and axial arm codings were performed by two independent evaluators, and the Kappa Cohen coefficient formula yielded an agreement between the evaluators of 0.73. Five dimensions, 1- Educational knowledge 2- Learners' knowledge 3- context knowledge 4- Curriculum knowledge 5- Specific knowledge of specific subject topics were identified. The three dimensions of education, learners and teachers' curriculum have been researched more than other components.