ABSTRACT
The application of digital technologies in science education is pervasive and has gained traction in the recent two decades. Research about the adoption of technologies in science education has progressed from examining science teaching and learning through technologies to with technologies, reflecting the evolving conceptualizations of digital technologies in science education. Teachers play critical roles in the purposeful engagement of technologies in the classroom, but there are still gaps in teacher’s knowledge and practices in using technologies in science classrooms. The effectiveness of technology-centric approaches of teacher professional development has also been questioned. In this regard, the emergence of technological pedagogical content knowledge (TPACK) has been used as a framework for more holistic professional development of teachers. This chapter discusses research related to technologies and professional learning of science teachers, including the rationales for the use of TPACK to frame science teachers’ professional learning, the theoretical underpinning of TPACK, the epistemological approaches of professional learning of science teachers from the TPACK perspective, as well as the methodological foci and key research outcomes. Suggestions on areas to build on the field of study on TPACK in science education are offered.
