Examining the relationship between TPACK and STEAM through a bibliometric study

Konstantinos Karampelas 1 *
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1 Department of Elementary Education, University of the Aegean, Rhodes, GREECE
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 3, pp. 488-498. https://doi.org/10.30935/scimath/12981
Published Online: 23 February 2023, Published: 01 July 2023
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ABSTRACT

This research is a bibliometric study that focuses on publications containing both terms “technological pedagogical content knowledge” (TPACK or TPCK) and “science, technology, engineering, arts, and mathematics” (STEAM). The former addresses knowledge that teachers are expected to gain, whereas the latter addresses a new integrating subject field. Both terms dominate contemporary education research, especially in relation to technology and its impact on education. These two terms have been researched individually by bibliometricians. The aim of this research is to examine articles that combine these terms, as there seems to be a lack of such studies. With the help of the Scopus platform, 2,608 articles published since 2007 were collected and analyzed.

CITATION

Karampelas, K. (2023). Examining the relationship between TPACK and STEAM through a bibliometric study. European Journal of Science and Mathematics Education, 11(3), 488-498. https://doi.org/10.30935/scimath/12981

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