Research trends and emerging areas of interest from 2004 to 2024 in science education
DOI:
https://doi.org/10.36681/tused.2025.032Keywords:
science education , research trends, literature review, bibliometric analysisAbstract
The purpose of this study was to examine the research papers published in 6 SSCI (Social Sciences Citation Index) Q1 (quartile 1) category journals in the field of science education between 2004-2024 years with regard to the most influential publications, prevailing themes, emerging areas of interest, existing and future relationships between topics, social interactions among authors and their affiliations. In this study, the bibliometric analysis was used for a more rigorous and evolution of the field of large amounts of scientific data. Performance analysis and science mapping analysis were performed using the VOSviewer programme. Publication-related metrics, citation-related metrics, and citation and publication-related metrics were documented for the performance analysis. For the science mapping analysis, citation analysis, co-authorship analysis, co-word analysis, and bibliographic coupling analysis were performed. While there was a sharp decline in the number of science education studies published in 2019, science education studies generally show an increasing trend. Science education studies originate mainly from the USA, Australia and England. Prevailing themes were identified: STEM education, chemistry education, scientific inquiry, teacher education, conceptual change, argumentation, and socio-scientific issues. It was found that the research interest of science researchers has changed from COVID-19 to the present (2019 to 2024). Systems thinking, equity, gender, science identity, engineering education, computational thinking, online education, and systematic reviews were identified as emerging areas of interest. This study provides important implications for multiple stakeholders, including science researchers, curriculum developers, science educators, and education policymakers.
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