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.
