Enhancing science literacy through ethnoscience-based project-based learning integrated with the flipped classroom: a bibliometric analysis

This study aims to map research trends on ethnoscience-based Project-Based Learning (PjBL) integrated with the Flipped Classroom (FC) in relation to science literacy using a bibliometric approach. Data were retrieved from Google Scholar, comprising 95 peer-reviewed journal articles published between 2016 and 2024. The data were analyzed using VOSviewer and Publish or Perish to examine keyword co-occurrence, citation patterns, and thematic structures. The findings indicate an increasing trend in publications after 2019, reflecting growing scholarly attention in this field. Five major thematic clusters were identified, including ethnoscience and local wisdom, project-based learning, flipped classroom, scientific literacy, and research mapping. The analysis also reveals limited international collaboration and identifies underexplored areas such as longitudinal studies, assessment frameworks, and cross-contextual research. This study does not evaluate instructional effectiveness but instead provides a comprehensive mapping of the intellectual structure and development of research in this domain. The findings provide insights for future research directions in science education, particularly in culturally contextualized and technology-supported learning environments.