| Summary: | The article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers’ believes, etc.) are reviewed, also variations of TPACK framework specific for science education are elaborated. In conclusion some of the aspects of TPACK in science education that need to be addressed in future are indicated, e.g. the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of continuous encouraging of science teachers’ for their participation in in-service training related to the use of ICT; and the examination of the role of science teachers’ TPACK in developing of students’ 21st century trans-disciplinary skills.
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