This study explores the effectiveness of the integration of Information and Communication Technology (ICT) and Topic Specific Pedagogical Content Knowledge (TSPCK) in the teaching of electric circuits for conceptual understanding. In this paper, qualitative research methods are utilized to examine the effectiveness of the TSPCK framework and ICT integration within the context of electric circuit instruction and how they contribute to conceptual understanding. A sequential exploratory design was used to validate the results of the study. The systematic literature review based on meta-analysis was conducted first to synthesize existing evidence and identify patterns, gaps, or hypotheses of the effectiveness of the model. Based on the findings of the systematic literature review, it was concluded that the integration of ICT tools into TSPCK is an effective method for teaching electric circuits. Following the review, a qualitative empirical study was conducted to validate, verify, and explore the findings that emerged. A content capacity workshop was conducted to determine whether the model could directly impact teachers' pedagogy. This approach allowed the researchers to ground their empirical work in a comprehensive understanding of the existing literature. Based on the study results, the integration of ICT tools into the TSPCK framework improved the teaching and learning of electric circuits and deepened student engagement while correcting misconceptions. Based on the study results, it was concluded that integrating ICT into the TSPCK framework has the potential to improve conceptual understanding of electric circuits in the teaching and learning of science.

Keywords: Information and communication technologies, electric circuits, topic specific pedagogical content knowledge.