Global Trends and Thematic Evolution of Problem-Solving Research in Science Education: A Systematic Literature Review
DOI:
https://doi.org/10.15294/jpii.v15i3.57359Keywords:
problem-solving, science education, systematic literature review, thematic mapping, citation impactAbstract
Problem-solving is a central competence in science education, yet its research landscape remains fragmented across domains, problem types, pedagogical contexts, outcomes, and regions. This study systematically maps global trends and thematic evolution in problem-solving research in science education from 2005 to 2025. Using a systematic literature review supported by bibliographic and multidimensional thematic mapping, 457 analysis-ready articles were selected from 10,926 initial records through a PRISMA-oriented procedure. The articles were coded according to science domain, problem type, learning context, pedagogical pathway, main outcome, research purpose, problem-solving role, geographical region, and citation indicators. The findings show substantial growth in the field, with physical science and chemistry learning dominating publication volume and outcome structures, while integrated STEM, environmental and earth science, and life and health science remain underrepresented. Structured, quantitative, diagnostic, and experimental tasks were the most established problem types, whereas open-ended, real-world, and SSI-based problems showed stronger mean citation impact despite lower frequency. Sankey and chord diagrams revealed a shift toward practical experimental contexts, authentic societal contexts, project/design pedagogy, and multidimensional outcomes. Despite these developments, authentic problems, sustainability-related contexts, interdisciplinary STEM, and project-oriented pedagogies are still frequently examined in isolation rather than as components of an integrated problem-solving framework. This review highlights the need for more integrative approaches that connect authentic problem-solving, contextual learning, sustainability, and interdisciplinary science education to support transferable competencies for addressing contemporary societal and environmental challenges.
References
Agustian, H. Y., Finne, L. T., Jørgensen, J. T., Pedersen, M. I., Christiansen, F. V., Gammelgaard, B., & Nielsen, J. A. (2022). Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature. Review of Education, 10(2), e3360.
Alarcón, D. A. U., Talavera-Mendoza, F., Paucar, F. H. R., Caceres, K. S. C., & Viza, R. M. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education, 8, p. 1170487.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 2158244020938702.
Amadi, C. S. (2021). The integration of 21st-century skills in science: A case study of Canada and the USA. Education and Urban Society, 55(1), 56–87.
Arifin, Z., Sukarmin, Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592.
Ariza, M. R., Christodoulou, A., van Harskamp, M., Knippels, M. P. J., Kyza, E. A., Levinson, R., & Agesilaou, A. (2021). Socio-scientific inquiry-based learning as a means toward environmental citizenship. Sustainability, 13(20), 11509.
Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-based learning analysis to improve students’ problem solving abilities in science subject: A literature review. Journal of Innovative Science Education, 10(1), 79–86.
Ault, C. R. (2022). Trusting the social value of diverse scientific enterprises: Matching a patchwork of challenges to a mosaic of responses. Science Education, 107(1), 28–41.
Badeo, J. M., & Duque, D. A. (2022). The effect of socio-scientific issues (SSI) in teaching science: A meta-analysis study. Journal of Technology and Science Education, 12(2), 291–302.
Burrows, A. C., Borowczak, M., Myers, A. D., Schwortz, A. C., & McKim, C. (2021). Integrated STEM for teacher professional learning and development: “I need time for practice.” Education Sciences, 11(1), 21.
Chen, L., Inoue, K., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Ogata, H., & Yamada, M. (2020). Exploring factors that influence collaborative problem solving awareness in science education. Technology, Knowledge and Learning, 25, 337–366.
DeCoito, I., & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: Exploring science/STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(1), 8.
Halawa, S., Lin, T. C., & Hsu, Y. S. (2024). Exploring instructional design in K–12 STEM education: A systematic literature review. International Journal of STEM Education, 11(1), 43.
Hogan, D., & O’Flaherty, J. (2021). Addressing education for sustainable development in the teaching of science: The case of a biological sciences teacher education program. Sustainability, 13(21), 12028.
Jiang, Q. (2024). Knowledge landscape and trend analysis of project-based learning education research in the last decade: A CiteSpace bibliometric study. African Journal of Humanities and Social Sciences, 4(1), 1–13.
Kim, D.-J., Choi, S.-H., Lee, Y., & Lim, W. (2021). Secondary teacher candidates’ mathematical modeling task design and revision. Mathematics, 9(22), 2933.
Koç, A., & Kanadlı, S. (2025). Effect of interactive learning environments on learning outcomes in science education: A network meta-analysis. Journal of Science Education and Technology, 34, 681–703.
Kumar, V., Choudhary, S. K., & Singh, R. (2024). Environmental socio-scientific issues as contexts in developing scientific literacy in science education: A systematic literature review. Social Sciences & Humanities Open, 9, 100765.
Liu, Z., Gearty, Z., Richard, E., Orrill, C. H., Kayumova, S., & Balasubramanian, R. (2024). Bringing computational thinking into classrooms: A systematic review on supporting teachers in integrating computational thinking into K-12 classrooms. International Journal of STEM Education, 11(1), 51.
McLure, F. I., Tang, K. S., & Williams, P. J. (2022). What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects. International Journal of STEM Education, 9(1), 73.
Musengimana, T., Yadav, L. L., Uwamahoro, J., & Nizeyimana, G. (2025). Instructional strategies for enhancing students’ problem-solving skills in physics: a systematic review. Discover Education, 4(1), 380.
Nakamoto, R., Flanagan, B., Dai, Y., Yamauchi, T., Takami, K., & Ogata, H. (2024). Integrating self-explanation and operational data for impasse detection in mathematical learning. Research and Practice in Technology Enhanced Learning, 20, 19.
Nigussie, K. T., Semahagn, B. K., Mersha, B. S., & Tamiru, A. B. (2025). Effects of paper-based problem scenarios on high school biological problem-solving skills and academic achievement. Disciplinary and Interdisciplinary Science Education Research, 7, 21.
Ogegbo, A. A., & Ramnarain, U. (2022). A systematic review of computational thinking in science classrooms. Studies in Science Education, 58(2), 203–230.
Oluwadele, D., Singh, Y., & Adeliyi, T. T. (2023). Trends and insights in e‐learning in medical education: A bibliometric analysis. Review of Education, 11(3), e3431.
Ortega, J. (2022). How Anthropocene might save the world: Metamorphosis. Social Sciences, 11(2), 68.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71.
Parmin, Sajidan, Ashadi, Sutikno, & Maretta, Y. (2016). Preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. Journal of Turkish Science Education, 13(2), 3–14.
Pinto, M., Fernández-Pascual, R., Caballero-Mariscal, D., & Salvador, D. S. (2020). Information literacy trends in higher education (2006–2019): Visualizing the emerging field of mobile information literacy. Scientometrics, 124(2), 1479–1510.
PISA, O. (2018). OECD (2019) PISA 2018 Assessment and Analytical Framework. PISA: OECD Publishing.
Price, A. M., Kim, C. J., Burkholder, E. W., Fritz, A. V., & Wieman, C. E. (2021). A detailed characterization of the expert problem-solving process in science and engineering: Guidance for teaching and assessment. CBE—Life Sciences Education, 20(3), ar43.
Psycharis, S., Kalovrektis, Κ., & Xenakis, A. (2020). A conceptual framework for computational pedagogy in STEAM education: Determinants and perspectives. Hellenic Journal of STEM Education, 1(1), 17–32.
Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., & Koffel, J. B. (2021). PRISMA-S: an extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic reviews, 10(1), 39.
Rexigel, E., Kuhn, J., Becker, S., & Malone, S. (2024). The more the better? A systematic review and meta-analysis of the benefits of more than two external representations in STEM education. Educational Psychology Review, 36, 124.
Roehrig, G., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3(1).
Sadler, T. D. (Ed.). (2011). Socio-scientific issues in the classroom: Teaching, learning and research (Vol. 39). Springer Science & Business Media.
Savitri, E. N., Amalia, A. V., Prabowo, S. A., Rahmadani, O. E. P., & Kholidah, A. (2021). The effectiveness of real science mask with QR code on students’ problem-solving skills and scientific literacy. Jurnal Pendidikan IPA Indonesia, 10(2), 209-219.
Sarwanto. (2020). Level of inquiry pembelajaran fisika: Pengaruhnya terhadap kemampuan kognitif ditinjau dari sikap ilmiah siswa. INKUIRI: Jurnal Pendidikan IPA, 9(2), 132–137.
Schiepe-Tiska, A., Heinle, A., Dümig, P., Reinhold, F., & Reiss, K. (2021). Achieving multidimensional educational goals through standard-oriented teaching: An application to STEM education. Frontiers in Education, 6.
Schriebl, D., Müller, A., & Robin, N. (2022). Modelling authenticity in science education. Science & Education, 32(4), 1021–1048.
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 60(2), 191–249.
Susilayati, M., Hardyanto, W., Supriyadi, S., & Widiyatmoko, A. (2024). The research trends and contributions of science education during the COVID-19 pandemic: A narrative systematic literature review of publications in selected journals. Review of Education, 12(1).
Tripp, B., Voronoff, S. A., & Shortlidge, E. E. (2020). Crossing boundaries: Steps toward measuring undergraduates’ interdisciplinary science understanding. CBE—Life Sciences Education, 19(1), ar8.
Valladares, L. (2021). Scientific literacy and social transformation: Critical perspectives about science participation and emancipation. Science & Education, 30(3), 557–587.
Vandegrift, E., Beghetto, R. A., Eisen, J. S., O’Day, P. M., Raymer, M. G., & Barber, N. (2020). Defining science literacy in general education courses for undergraduate non-science majors. Journal of the Scholarship of Teaching and Learning, 20(2).
Viehmann, C., Fernández-Cárdenas, J. M., & Reynaga-Peña, C. G. (2024). The use of socio-scientific issues in science lessons: A scoping review. Sustainability, 16(14), 5827.
Wess, R., Priemer, B., & Parchmann, I. (2023). Professional development programs to improve science teachers’ skills in the facilitation of argumentation in science classroom—A systematic review. Disciplinary and Interdisciplinary Science Education Research, 5, 9.
Yamtinah, S., VH, E. S., Saputro, S., Ariani, S. R. D., Shidiq, A. S., Sari, D. R., & Ilyasa, D. G. (2023). Augmented reality learning media based on tetrahedral chemical representation: How effective in learning process?. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2313.
Yanto, F., Sulistiyaningsih, M., Erfani, D., Nisa, K., Aini, N., & Dito. (2026). Effectiveness of problem-based learning on science problem-solving skills: A meta-analysis. Journal of Turkish Science Education, 23(1), 91–108.
Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socio-scientific issues research. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1-9.
