The Evolution of Scientific Literacy Research in Science Education: A Bibliometric Analysis of Trends, Themes, and Collaboration (2016-2025)
Abstract
Purpose of the study: This study aims to map the development of scientific literacy research within the field of science education by examining publication trends, influential contributors, thematic structures, and collaboration patterns based on Scopus-indexed literature published between 2016 and 2025.
Methodology: A bibliometric analysis was conducted using the Scopus database. Relevant journal and review articles were retrieved using the keywords “scientific literacy” and “science education.” Bibliographic data were analyzed and visualized using the Bibliometrix package (R software) to examine publication growth, source impact, thematic evolution, and collaboration networks.
Main Findings: The results reveal a steady increase in research output on scientific literacy in science education over the past decade, with contributions concentrated among a limited number of authors, journals, institutions, and countries. Core research themes include scientific literacy, science education, and nature of science, while emerging topics such as misinformation, climate literacy, digital literacy, and citizenship have gained prominence in recent years. Collaboration patterns indicate stable yet selective networks at both author and country levels.
Novelty/Originality of this study: This study provides a comprehensive decade-long bibliometric mapping that integrates trends, contributor impact, thematic structures, and collaboration patterns in scientific literacy research within science education. The findings offer an updated multidimensional overview of the field, support clearer positioning of future research agendas, and highlight underexplored themes and opportunities for broader international collaboration.
References
OECD, PISA 2018 Results (Volume I): What Students Know and Can Do, vol. I. Paris, 2019. doi: 10.1787/5f07c754-en.
P. Sarini, W. Widodo, S. Sutoyo, and I. N. Suardana, “Scientific literacy profile of prospective science teacher students,” IJORER Int. J. Recent Educ. Res., vol. 5, no. 4, pp. 1026–1039, 2024, doi: 10.46245/ijorer.v5i4.627.
G. Roy, S. Sikder, and L. Danaia, “Adopting scientific literacy in early years from empirical studies on formal education: A systematic review of the literature,” Int. J. STEM Educ., vol. 12, no. 1, pp. 1–24, 2025, doi: 10.1186/s40594-025-00547-1.
J. Sjostrom, “Vision III of scientific literacy and science education: an alternative vision for science education emphasising the ethico-socio-political and relational-existential,” Stud. Sci. Educ., vol. 61, no. 2, pp. 239–274, 2025, doi: 10.1080/03057267.2024.2405229.
J. Osborne, D. Allchin, and J. Osborne, “Science literacy in the twenty-first century: Informed trust and the competent outsider,” Int. J. Sci. Educ., vol. 0693, pp. 2134–2155, 2025, doi: 10.1080/09500693.2024.2331980.
B. C. Herman, M. H. Newton, and D. L. Zeidler, “Impact of place-based socioscientific issues instruction on students’ contextualization of socioscientific orientations,” Sci. Educ., vol. 105, no. 4, pp. 585–627, 2021, doi: 10.1002/sce.21618.
A. Van Stekelenburg, “Science literacy and the acceptance of scientific facts,” Curr. Opin. Psychol., vol. 67, pp. 1–5, 2026, doi: 10.1016/j.copsyc.2025.102183.
D. Wan, Y.-J. Lee, S. Chen, and Q. Yu, “How scientific literacy is conceptualized in tasks from junior secondary physics textbooks,” Int. J. Sci. Educ., pp. 1–24, 2024, doi: 10.1080/09500693.2024.2429045.
D. Hottecke and D. Allchin, “Reconceptualizing nature-of-science education in the age of social media,” Sci. Educ., vol. 104, no. 4, pp. 641–666, 2020, doi: 10.1002/sce.21575.
M. Dzul, H. Wirzal, N. Abdul, H. Nordin, and M. A. Bustam, “Bibliometric analysis of research on scientific literacy between 2018 and 2022: Science education subject,” Int. J. Essent. Competencies Educ., vol. 1, no. 2, pp. 69–83, 2022, doi: 10.36312/ijece.v1i2.1070.
J. A. Lubis, Y. Pantiwati, and A. Rahardjanto, “Students’ scientific literacy in critical thinking skills in science learning: A bibliometric analysis from the scopus database,” J. Ilm. Biol., vol. 13, no. 2, pp. 1100–1112, 2025, doi: 10.33394/bioscientist.v13i2.15732.
T. Kastorff, S. Moser, J. H. Heine, and A. Kauertz, “Global competence behavior : Exploring the relevance of students’ scientific literacy, related attitudes, and values-evidence from PISA 2018 across 52 countries,” Large-scale Assessments Educ., vol. 14, no. 3, pp. 1–26, 2026, doi: 10.1186/s40536-025-00278-3.
A. Z. Ilma and H. Kuswanto, “Toward student ’ s scientific literacy in science learning : a systematic literature review and bibliometric analysis,” Rev. Mex. F´ısica E, vol. 22, pp. 1–16, 2025, doi: 10.31349/RevMexFisE.22.020222.
P. N. Putri, F. Rachmadiarti, T. Purnomo, and M. Satriawan, “Measuring scientific literacy of students’ through environmental issues based on PISA 2025 science framework,” J. Penelit. Pendidik. IPA, vol. 11, no. 3, pp. 44–53, 2025, doi: 10.29303/jppipa.v11i3.10413.
D. R. Sari, S. Saputro, U. S. Maret, and U. S. Maret, “A systematic review on integrating SSI into science education,” Educ. Stud. Res. J., vol. 2, no. 1, pp. 1–14, 2025, doi: 10.5281/zenodo.14693973.
M. Istyadji and S. Sauqina, “Conception of scientific literacy in the development of scientific literacy assessment tools: A systematic theoretical review,” J. Turkish Sci. Educ., vol. 20, no. 2, pp. 281–308, 2023, doi: 10.36681/tused.2023.016.
A. Z. Ilma, I. Wilujeng, A. Widowati, M. Nurtanto, and N. Kholifah, “A systematic literature review of STEM education in Indonesia (2016-2021): Contribution to improving skills in 21st century learning,” Pegem Journal of Education and Instruction, vol. 13, no. 2. pp. 134–146, 2023. doi: 10.47750/pegegog.13.02.17.
N. Mafarja, H. Zulnaidi, and M. M. Mohamad, “Virtual learning environment to improve scientific literacy: A systematic review,” Res. Sci. Technol. Educ., pp. 1–25, 2025, doi: 10.1080/02635143.2025.2547927.
S. E. Program, P. Rd, and N. Ciheuleut, “Mapping research trends on development of scientific literacy assessment: A bibliometric analysis,” JPBI (Jurnal Pendidik. Biol. Indones., vol. 10, no. 1, pp. 211–222, 2024, doi: 10.22219/jpbi.v10i1.31136.
A. O. S. Pratama, “Exploring trends and focus of science literacy research bibliometric analysis 2019-2024,” Pendas J. Ilm. Pendidik. Dasar, vol. 9, no. 4, pp. 1–10, 2024, doi: 10.23969/jp.v9i04.19573.
A. Miller, E. A. Miller, T. Li, I. Chen, J. Krajcik, and S. C. Kelly, “Designing for and investigating elementary students’ cognitive flexibility, science, and literacy achievement in project-based science learning,” Discip. Interdiscip. Sci. Educ. Res., vol. 1, pp. 1–23, 2025, doi: 10.1186/s43031-025-00131-1.
R. Kumar, “Bibliometric analysis: Comprehensive insights into tools, techniques, applications, and solutions for research excellence,” Spectr. Eng. Manag. Sci., vol. 3, no. 1, pp. 45–62, 2025, doi: 10.31181/sems31202535k.
O. Öztürk, R. Kocaman, and D. K. Kanbach, “How to design bibliometric research: An overview and a framework proposal,” Rev. Manag. Sci., vol. 18, no. 11, pp. 3333–3361, 2024, doi: 10.1007/s11846-024-00738-0.
M. Linnenluecke, M. Marrone, and A. Singh, “Conducting systematic literature reviews and bibliometric analyses,” Aust. J. Manag., vol. 45, no. 2, pp. 175–194, 2020, doi: 10.1177/0312896219877678.
M. Cobo, A. G. Herrera-Lopez, E. Viedma-Herrera, and F. Herrera, “Science mapping software tools: Review, analysis, and cooperative study among tools,” J. Am. Soc. Inf. Sci. Technol., vol. 62, no. 7, pp. 1382–1402, 2011, doi: 10.1002/asi.21525.
M. K. Kadirhanoğulları, and E. O. Kose, “A bibliometric analysis of articles on bibliometric studies in science education,” Int. J. Res. Educ. Sci., vol. 10, no. 2, pp. 315–339, 2024, doi: 10.46328/ijres.3370.
R. A. Leonia, N. Rolina, and E. Suyantri, “A systematic review of scientific literacy in early childhood science learning: approaches, methods, and media,” J. Penelit. Pendidik. IPA, vol. 11, no. 2, pp. 38–46, 2025, doi: 10.29303/jppipa.v11i2.10576.
L. Z. Wardi, W. Wasis, W. Widodo, M. Satriawan, and K. Nisa, “Trends and development of digital learning research to train science literacy in physics learning: Literature review and bibliometric analysis,” J. Pendidik. MIPA, vol. 25, no. 3, pp. 1051–1066, 2024, doi: 10.23960/jpmipa/v25i3.pp1051-1066.
N. N. Rediani, “The impact of project-based learning on students’ scientific literacy and autonomy,” Indones. J. Educ. Dev., vol. 5, no. 1, pp. 67–78, 2024, doi: 10.59672/ijed.v5i1.3747.
I. Yuliana, M. E. Cahyono, W. Widodo, and I. Irwanto, “The effect of ethnoscience-themed picture books embedded within context-based learning on students’ scientific literacy,” Eurasian J. Educ. Res., vol. 92, pp. 317–334, 2021, doi: 10.14689/ejer.2021.92.16.
C. Viehmann, J. M. F. Cárdenas, and C. G. R. Peña, “The use of socioscientific issues in science lessons: A scoping review,” Sustain., vol. 16, no. 14, 2024, doi: 10.3390/su16145827.
N. G. Lederman, A. Antink, and S. Bartos, “Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry,” Sci Educ, vol. 23, pp. 285–302, 2014, doi: 10.1007/s11191-012-9503-3.
A. G. Carmona, “Learning about the nature of science through the critical and reflective reading of news on the COVID‑19 pandemic,” Cult. Stud. Sci. Educ., vol. 16, no. 4, pp. 1015–1028, 2021, doi: 10.1007/s11422-021-10092-2.
N. N. Azizah, Y. Herlanti, and E. Muliyah, “The relationship between scientific literacy skills and argumentation skills through discussion of socioscientific issues on the virus concept,” J. Educ. Sci., vol. 9, no. 4, pp. 2699–2718, 2025, doi: 10.31258/jes.9.4.p.2699-2718.
W. T. Ummah, “Integrating scientific attitude to realize pancasila learner profile in science learning,” Integr. Sci. Educ. J., vol. 6, no. 1, pp. 15–23, 2025, doi: 10.37251/isej.v6i1.1318.
S. M. Utami and A. Subagyo, “The development of electronic students’ worksheets (E-LKPD) based on argument driven inquiry learning model to improve scientific argumentation skills,” Integr. Sci. Educ. J., vol. 5, no. 2, pp. 65–73, 2024, doi: 10.37251/isej.v5i2.810.
V. A. Ballesteros-ballesteros and R. A. Z, “Mapping the conceptual structure of research on open innovation in university–industry collaborations: A bibliometric analysis,” Front. Res. Mertics Anal., vol. 10, pp. 1–25, 2025, doi: 10.3389/frma.2025.1693969.
Z. Lu, W. Li, Y. Wang, and S. Zhou, “Bibliometric analysis of global research on ecological networks in nature conservation from 1990 to 2020,” Sustainability, vol. 14, pp. 1–20, 2022, doi: 10.3390/ su14094925.
M. Carammia, “A bibliometric analysis of the internationalisation of political science in Europe,” European Political Science, vol. 21, no. 4, pp. 564-595, 2022, doi: 10.1057/s41304-022-00367-9.
R. Bonney, T. B. Phillips, and J. W. Enck, “Can citizen science enhance public understanding of science?,” Public Underst. Sci., vol. 25, no. 1, pp. 2–16, 2016, doi: 10.1177/0963662515607406.
D. L. Zeidler, “STEM education: A deficit framework for the twenty first century? A sociocultural socioscientific response,” Cult. Stud. Sci. Educ., vol. 11, pp. 11–26, 2016, doi: 10.1007/s11422-014-9578-z.
D. L. Zeidler, B. C. Herman, and T. D. Sadler, “New directions in socioscientific issues research,” Discip. Interdiscip. Sci. Educ. Res., vol. 1, no. 11, pp. 1–9, 2019, doi: 10.1186/s43031-019-0008-7.
L. Valladares, “Scientific literacy and social transformation,” Sci. Educ., vol. 30, pp. 557–587, 2021, doi: 10.1007/s11191-021-00205-2.
R. M. Vieira and C. T. Vieira, “Fostering scientific literacy and critical thinking in elementary science education,” Int. J. Sci. Math. Educ., vol. 14, pp. 659–680, 2016, doi: 10.1007/s10763-014-9605-2.
J. Sjöström, N. Frerichs, V. G. Zuin, and I. Eilks, “Studies in science education use of the concept of bildung in the international science education literature, its potential, and implications for teaching and learning,” Stud. Sci. Educ., vol. 7267, pp. 1–28, 2017, doi: 10.1080/03057267.2017.1384649.
A. Shtulman and K. Harrington, “Tensions between science and intuition across the lifespan,” Top. Cogn. Sci., vol. 8, no. 1, pp. 118–137, 2016, doi: 10.1111/tops.12174.
L. Ke, T. D. Sadler, L. Zangori, and P. J. Friedrichsen, “Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues,” Sci. Educ., vol. 30, pp. 589–607, 2021, doi: 10.1007/s11191-021-00206-1.
H. A. Yacoubian, “Scientific literacy for democratic decision-making,” Int. J. Sci. Educ., vol. 40, no. 3, pp. 308–327, 2018, doi: 10.1080/09500693.2017.1420266.
H. Cofre, P. Nunez, D. Santibanez, J. M. Pavez, M. Valencia, and C. Vergara, “A critical review of students’ and teachers’ understandings of nature of science,” Sci. Educ., vol. 28, pp. 205–248, 2019, doi: 10.1007/s11191-019-00051-3.
L. Chen and S. Xiao, “Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review,” Educ. Res. Rev., vol. 32, pp. 1–14, 2021, doi: 10.1016/j.edurev.2020.100377.
S. Koerber dan C. Osterhaus, “Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning,” J. Cogn. Dev., vol. 20, no. 4, pp. 510–533, 2019, doi: 10.1080/15248372.2019.1620232.
S. Kahn and D. L. Zeidler, “A conceptual analysis of perspective taking in support of socioscientific reasoning,” Sci. Educ., vol. 28, pp. 605–638, 2019, doi: 10.1007/s11191-019-00044-2.
J. Osborne and D. Pimentel, “Science education in an age of misinformation,” Sci. Educ., vol. 107, no. 3, pp. 553–571, 2023, doi: 10.1002/sce.21790.
D. Hodson and S. L. Wong, “Going beyond the consensus view: Broadening and enriching the scope of NOS-oriented curricula,” Can. J. Sci. Math. Technol. Educ., vol. 17, no. 1, pp. 3–17, 2017, doi: 10.1080/14926156.2016.1271919.
J. Azevedo and M. Marques, “Climate literacy: A systematic review and model integration,” Int. J. Glob. Warm., vol. 13, pp. 3–4, 2017, doi: 10.1504/IJGW.2017.084789.
S. Brouwer and L. K. Hessels, “Increasing research impact with citizen science: The influence of recruitment strategies on sample diversity,” Public Underst. Sci., vol. 28, no. 5, hal. 606–621, 2019, doi: 10.1177/0963662519840934.
J. A. Greene et al., “Modeling temporal self-regulatory processing in a higher education biology course,” Learn. Instr., vol. 72, pp. 1–8, 2021, doi: 10.1016/j.learninstruc.2019.04.002.
J.-X. You and T.-Y. Guo, “Core competences and scientific literacy: The recent reform of the school science curriculum in China,” Int. J. Sci. Educ., vol. 40, no. 15, pp. 1913–1933, 2017, doi: 10.1080/09500693.2018.1514544.
Copyright (c) 2026 Ahmad Saputra, Insih Wilujeng, Antuni Wiyarsi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
