This bibliometric and thematic analysis provides valuable insights into the current status of science education on a global scale, based on research production, impact, and thematic evolution. The analysis covered 12,869 documents retrieved from the Scopus® database, related to science education and published between 2016 and 2023. The bibliometric analysis revealed that the majority of research in science education originates from Western and developed countries, with many studies published in reputable journals such as Cultural Studies of Science Education. Additionally, the level of collaboration among countries was visualized using VOSViewer, demonstrating frequent collaboration among countries that share similar beliefs or are geographically proximate. The thematic analysis identified several key themes within science education, including "university", "skills”, “embedded systems", "teacher-to-human", and "learning environment-to-computational thinking" nexus, as essential factors for delivering quality science education. The movement of these themes across quadrants was monitored over two periods: before and during the COVID-19 pandemic. The results highlight various factors and gaps in delivering science education globally, with a focus on economic disparities among countries. Developed countries, which produce more research related to science education, benefit from this in their current status as developed nations. This study aims to address these gaps and assist developing countries in planning, assessing, and improving their competence in delivering science education globally through the findings of this paper.

Authors:
Mikaela Patricia Maningo, Saint Joseph College of Sindangan Incorporated, Philippines
Jovito Jr Anito, Jose Rizal Memorial State University, Philippines

About the Presenter(s)
Mikaela Patricia Sy Maningo is currently the Research and Development Head at Saint Joseph College of Sindangan Incorporated, Sindangan, Zamboanga del Norte.

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