Decoding the landscape of contextual science education: A bibliometric approach to research trends and future directions

Abstract

This study analyzes research trends in contextual learning within science education to inform teaching strategies and identify gaps in contextualized approaches. A bibliometric analysis of 248 publications (1976–2024) was conducted using the keyword "Contextual Science," with data processed via VOSviewer to examine document distribution, publication trends, journal sources, subject areas, institutional/country contributions, and keyword co-occurrences, including collaboration networks and thematic directions. Findings reveal eight key analytical components, highlighting dominant topics (e.g., integration with inquiry-based and STEM pedagogies) and underexplored areas, alongside a thematic map of research evolution. The study concludes that contextual learning research has progressively aligned with interdisciplinary frameworks, reflecting its growing role in science education. Practical implications include guiding researchers, educators, and policymakers in designing studies and context-based instructional strategies that address gaps and enhance scientific literacy through real-world relevance.