Instructional design in science education: a bibliometric analysis of trends and applications / Chen Wang, Rohana Yusof and Eng Tek Ong

Instructional design, grounded in learning theory, is a systematic approach aimed at enhancing teaching quality, and it holds significant importance, particularly in the rapidly evolving field of education. Understanding past and future trends in instructional design within science education is crucial for a comprehensive grasp of this area and its future prospects. This research utilizes bibliometric analysis on 1,148 journal articles extracted from the Web of Science database to examine the trends and applications of instructional design within science education. Key findings include three major clusters from co-citation analysis: “Theoretical Frameworks and Methodologies,” “Cognitive Load Theory and Instructional Design,” and “Instructional Design in Multimedia and Complex Environments.” Additionally, co-word analysis highlights emerging themes such as computational thinking and active learning in STEM education. This study offers a comprehensive perspective on instructional design in science education, providing valuable guidance for stakeholders to improve teaching practices and educational outcomes.