Science literacy in inclusive schools: A bibliometric study from 2014-2025

Abstract

This study aims to analyze the development of research trends related to students’ scientific literacy skills in inclusive schools over the last decade, from 2014 to 2024. The research employs a combination of bibliometric analysis and a systematic literature review to map the direction, patterns, and dominant themes of scientific literacy studies within inclusive educational contexts. The bibliometric analysis was conducted using the VOSviewer application to visualize co-authorship networks, keyword distributions, and citation patterns. The ERIC database was selected as the primary source of data due to its comprehensive coverage of educational research. Documents related to scientific literacy were collected using the Publish or Perish software, and the screening process followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to ensure methodological rigor. A total of 84 relevant articles published between 2014 and 2024 were identified and analyzed. The results indicate that research on scientific literacy in inclusive schools has shown steady growth, reflecting increasing global attention toward equitable science education. The journal that most frequently publishes articles in this area is the ERIC Journal, while the most cited article was published in 2015. The most prominent subtopic concerns emerging trends and issues in fostering scientific literacy among students with diverse learning needs. Factors contributing to low scientific literacy levels include learning materials that lack adaptation to inclusive settings and insufficient teacher training. Conversely, factors that enhance scientific literacy involve the active role of teachers, supportive learning environments, the use of inclusive pedagogies, and the integration of information and communication technology. Furthermore, the impact of improved scientific literacy extends beyond cognitive outcomes, encompassing affective aspects such as the development of scientific attitudes, curiosity, and responsibility, as well as psychomotor dimensions including scientific process skills and critical thinking abilities.