Science Curriculum Research Through the Lens of Scientific Literacy: A Scoping Review
Encyclopedia, cilt.6, sa.7, 2026 (Scopus)
- Yayın Türü: Makale / Derleme
- Cilt numarası: 6 Sayı: 7
- Basım Tarihi: 2026
- Doi Numarası: 10.3390/encyclopedia6070157
- Dergi Adı: Encyclopedia
- Derginin Tarandığı İndeksler: Scopus, Directory of Open Access Journals, Academic Search Ultimate (EBSCO)
- Anahtar Kelimeler: curriculum, equity, literacy, science, transformative education
- Hacettepe Üniversitesi Adresli: Evet
Özet
This article aims to inform the scholarly debate on curriculum research in science education through a systematic scoping review of 140 empirical articles from four leading science education journals. Scoping review methodology was selected to map the breadth, nature, and thematic landscape of curriculum research rather than to evaluate intervention effectiveness or establish evidence hierarchies. Data were retrieved through database searches and thematic content analysis of articles published in 2009 through 2025. Based on formulations of scientific literacy framework, the analytic framework was used to conceptualize curriculum research. The review identified seven themes: nature of science and policy; inquiry-based learning; curriculum standards, materials and assessment; scientific practices; context-based and socioscientific issues education; teacher professional development; and equity and social justice. Categories focusing on standards, materials, and content leaned toward Vision I. Categories emphasizing practices, inquiry, and contexts tended to bridge Visions I and II. Categories focusing on social issues and equity tended to cross and link Vision II and III. While the category centered on teacher professional development uniquely encompassed all three visions, Vision II perspectives (science as related to society) remained dominant but increasingly aligned with Vision III frameworks, such as critical engagement, social and political engagement, and transformative education. The review emphasized the critical role of teacher pedagogical design capacity in addressing the implementation differences between intended and actual curricula.