["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nThe number of TPACK studies has increased significantly in recent years, aiming to explore effective ways to support teachers. However, subject‐specific content has received limited attention, especially within review‐based research. Therefore, there is a need for a systematic analysis of TPACK studies in the context of subject content.\n\n\nObjectives\nThis study aims to reveal the research trends of articles published on TPACK in science education from 2009 to 2023 through systematic content analysis.\n\n\nMethods\nA total of 90 articles published in English retrieved from the Web of Science, ERIC, and Scopus databases were analysed. The articles were analysed according to the following themes: research rationales, research objectives, examined variables, technological tools/teaching methods/science content domains, research methods, implementation processes, sampling groups, data collection tools, and main results.\n\n\nResults\nThe articles were generally carried out to determine the TPACK levels of science teachers and to develop their competencies for integrating technology into science teaching such as wikis, Facebook, WhatsApp, Moodle, 3D technologies, mobile devices, virtual reality, or new teaching methods such as inquiry‐based instruction supported by technology. Many studies reported that teachers demonstrated relatively low or moderate levels of TPACK, including in some studies conducted after professional development programs. In recent years the articles focused on new research areas such as examining the impact of TPACK‐based science teaching on student learning outcomes, developing teachers' inquiry‐based teaching skills with digital technologies, and linking TPACK with educational robotics, ICT, and STEM education in science education.\n\n\nConclusion\nTPACK‐based professional development programs in science education improve teachers' professional knowledge and skills. TPACK research has expanded with new pedagogical methods and technological advances. However, domain‐specific TPACK remains underexplored.\n\n"]