The purpose of this conceptual paper is to present a review of the literature on pedagogical content knowledge (PCK) that explores and critically analyzes the conceptualization of topic-specific science PCK in the light of previous discussions and research on science PCK as well as the new developments. I investigated the literature on PCK that has contributed to the conceptualization of PCK since its introduction by Shulman (1986) to understand topic-specific pedagogical content knowledge (TSPCK) and distinguish it from topic-specific professional knowledge (TSPK). This paper provides a conceptual framework to further elaborate on the concept of TSPK by identifying TSPK components and presenting possible ways for these components to emerge or develop. This framework viewed TSPCK as a combination of knowledge and skills, where (1) knowledge is represented by the development of TSPCK components as a result of (a) interpretation, (b) integration, or (c) specification and skills are represented by (2) integration of TSPK components by individual teachers to help students understand a science topic.

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