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Bibliometric Analysis of Research on Pedagogical Model in Science Instruction (2020–2025)

Kip Aiza Gabawa, Joel Aclao
Psychology and Education: A Multidisciplinary Journal · 2026-03-05 · DOI 10.70838/pemj.520907
Token #7285
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Token#7285 of SciMatic Articles (ERC-1155), fixed supply 1,000,000
Contract0x0E596B4bb924937aA35D9b342A90347ed6F05eF8
Mint transaction0xbb23828ab95ab147718c8a1b7c09c1dbf35b451a754183543e029c49f64ff079 · block 12109838
Minted2026-10-02 11:15 UTC
Hash on chain0x11386310793ac0c1863b4352fae0f42ad949987733b76d66f3ad5f405f1861dd
SHA-256 of the record0x11386310793ac0c1863b4352fae0f42ad949987733b76d66f3ad5f405f1861dd
Article today Matches the anchored record.

Allocation at minting

HolderWalletMintedHolds now
SciMatic (10%) 0xc35709AB…277732 100,000 100,000
Kip Aiza Gabawa 0xa5BE304B…5C974D 450,000 450,000
Joel Aclao 0xF2dC0D93…f4D815 450,000 450,000

The anchored record

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{"abstract":"Pedagogical models play a fundamental role in shaping how science is taught and learned across educational settings, serving as frameworks for structuring instruction, promoting inquiry, and guiding students toward deeper conceptual understanding. This bibliometric study analyzed global research trends on pedagogical models in science instruction from 2020 to 2025, utilizing data extracted from the LENS.org database. A total of 819 publications were retained for analysis. Using VOSviewer, the study examined publication patterns, co-authorship networks, keyword co-occurrence, citation impacts, and thematic clusters through bibliographic coupling. Results show a compound annual growth rate (CAGR) of 21.3%, reflecting a significant increase in scholarly attention on active and constructivist learning models. The analysis identified influential authors and three prominent thematic clusters: (1) inquiry-based and constructivist models, (2) STEM and STEAM integration, and (3) technology-enhanced science pedagogy. While the literature reflects a global shift toward learner-centered approaches, gaps remain in localized pedagogical adaptation, teacher professional development, and integration of sustainability and socio-scientific themes. This study underscores the dynamic nature of science pedagogy and highlights directions for future research and innovation in science teaching.","abstract_source":"original","authors":["Kip Aiza Gabawa","Joel Aclao"],"date":"2026-03-05","doi":"10.70838/pemj.520907","id":7285,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"487158872da21537705570e92cd3738882bc404fb33f770b827ff2dba53aca34","schema":"scimatic-article/1","title":"Bibliometric Analysis of Research on Pedagogical Model in Science Instruction (2020–2025)","volume":52}

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2. The hash stored on chain (contentHash(7285)):

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001c75"},"latest"]}'

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