The Use of Technology in Primary School Science Education From 1974 to 2025: A Bibliometric Analysis

ABSTRACT This study presents a bibliometric analysis of 1995 peer‐reviewed articles on the use of technology in primary science education published in the Web of Science between 1974 and April 2025. It explores publication trends, citation structures, author collaborations, thematic patterns, and international networks. Results show an annual average of 39.11 publications with 17.04 citations per article. A total of 5361 authors contributed, with 83.7% involved in co‐authored works, highlighting the field's interdisciplinary nature. Thematic analyses indicate a shift after 2020 towards pedagogical, psychological, and sociocultural focuses, with increasing interest in augmented reality, AI‐based adaptive systems, and gamification. Additionally, pedagogical dimensions such as student motivation, teacher competencies, and learning design have gained attention. The study emphasises that technology should be integrated as a theoretically grounded and context‐sensitive process rather than merely a tool. It offers a comprehensive outlook and thematic recommendations to guide future research in the field.