Abstract:

Incorporating information and communication technology (ICT) into Topic Specific Pedagogical Content Knowledge (TSPCK) can enhance science education and foster a deeper understanding of concepts and principles as a result. In this study, an analysis of the impacts of ICT-driven TSPCK on learning will be conducted through a systematic review. Through systematic reviews and literature synthesis, this paper explores the use of ICT tools to understand and enhance chemical equilibrium. To synthesize findings from diverse literature on effective pedagogies and technologies to understand chemical equilibrium, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was used. PRISMA will facilitate the identification and selection of studies that address chemical equilibrium and are suitable for use in a modern learning environment based on ICT. TSPCK which is ICT-driven and geared toward teaching chemical equilibrium will be analyzed using complexity theory as a framework to explore challenges, opportunities, and potential advantages. Searches will be conducted based on the prompts of ICT, TSPCK, and Chemical Equilibrium. This review analyses a number of different criteria, such as author, publication year, article type, country, and methodological approach. In reviewing ICT learning opportunities, various tools will be discussed, such as virtual interactive simulations, 3D animations, and real-world applications. A major theme of the study is that ICT can be used in the classroom to develop more effective teaching strategies for teaching chemical equilibrium. In order to improve students' understanding and engagement with complex scientific concepts, educators can harness the power of digital tools and pedagogical frameworks.

Keywords:

ICT, Chemical equilibrium, TSPCK.