Research Trends and Hotspots in the Integrated Science Curriculum (1947–2024): A CiteSpace Analysis

Abstract

The integrated science curriculum has become a central theme in global education reforms, yet its research development remains fragmented. This study employs CiteSpace 6.3 to conduct a scientometric analysis of 350 publications retrieved from Web of Science, Scopus Abstract and Citation Database, and China National Knowledge Infrastructure (1947–2024). Publication trends reveal three phases: marginal development (1947–1995), gradual growth (1996–2005), and rapid expansion linked to STEM initiatives and the NGSS (2005–2019), followed by a decline after 2020 due to the COVID-19 pandemic. The United States, China, and Canada dominate contributions, with the Texas A&M University System and the Purdue University System identified as leading institutions. Author and institutional networks highlight active but regionally clustered collaborations. Keyword co-occurrence indicates that curriculum design, student learning, and teaching practices remain consistent research themes. Keyword clustering demonstrates interdisciplinary expansion into sustainability, computer science, and nanoeducation, reflecting broader societal and technological agendas. Keyword burst detection identifies recent surges in “science curriculum” and “students” (2021–2024), signaling growing emphasis on curriculum innovation and learner engagement. These findings provide a systematic visualization of integrated science curriculum research hotspots, offering valuable insights for both future scholarship and educational policy.