Abstract:

This study investigates the role of contextualized teaching in developing Topic-Specific Pedagogical Content Knowledge (TSPCK) among science teachers teaching acids and bases. Despite extensive curriculum coverage, learners often struggle to grasp acid-base concepts. A qualitative systematic literature review was conducted, drawing from studies published between 2000 and 2024 across the Scopus, Web of Science, Google Scholar, and EBSCOhost databases. Fourteen studies met the inclusion criteria and were analyzed thematically according to the five TSPCK components: learners’ prior knowledge, curricular saliency, conceptual teaching strategies, representations, and what is difficult to teach. The findings reveal that contextualized teaching significantly enhances TSPCK by connecting abstract content to authentic, real-world contexts, improving teachers’ capacity to anticipate misconceptions and design conceptually coherent lessons. However, the review highlights how superficial contextualization has the effect of limiting its transformative potential when context is mentioned without conceptual integration. The study reconceptualizes contextualization as both a cognitive bridge and a pedagogical mechanism that interlinks the five components of TSPCK. It concludes that the purposeful integration of context requires sustained professional development, reflective practice, and curriculum flexibility. Contextualized teaching thus emerges as a powerful means of deepening conceptual understanding, fostering learner engagement, and advancing teacher professional growth in science education.

Keywords:

Topic-Specific Pedagogical Content Knowledge (TSPCK), Contextualized Teaching, Chemistry Education, Acids and Bases, Constructivist Learning, Teacher Professional Development.