CRITICAL THINKING IN SCIENCE EDUCATION: A BIBLIOMETRIC ANALYSIS

Abstract

This study examines critical thinking in science education through a bibliometric analysis, aiming to provide insights into research trends and inform strategies for enhancing critical thinking skills in science curricula. The objectives of this study are to identify leading authors, significant journals, emerging themes, and gaps in the research on critical thinking within science education. Bibliometric analysis was conducted using data extracted from multiple academic databases, including publication trends, citation patterns, and thematic clustering. Bibliometric tools such as co-citation analysis, keyword mapping, and network visualization were applied to evaluate the evolution of research over recent decades. The findings reveal historical developments, current approaches, and underexplored areas in integrating critical thinking into science education. These insights are intended to guide educators, researchers, and policymakers in promoting critical thinking skills and shaping future research directions in this critical field.