Abstract:

Research in science, technology, engineering, and mathematics (STEM) education is shaped by theoretical perspectives that explain how students learn and how teachers design effective learning environments. Cognitive and pedagogical frameworks such as constructivism, cognitive load theory, inquiry-based learning, and problem-based learning have played an important role in shaping instructional design and research on science teaching and learning. At the same time, the expansion of educational technology has introduced additional frameworks focused on digital pedagogy and technology integration. Understanding how cognitive learning theories are represented within STEM education research is therefore important for clarifying the theoretical foundations of the field. This study presents a bibliometric review that maps the intellectual structure and thematic development of cognitive and pedagogical frameworks in STEM education research.

A systematic search of the Scopus and Web of Science databases was conducted to identify publications addressing cognitive learning theories, pedagogical frameworks, and instructional design approaches within STEM education contexts. The search yielded 133 documents from Scopus and 305 documents from Web of Science. After merging the results and removing 83 duplicate and irrelevant sources, a final dataset of 328 unique publications was retained for analysis. The dataset included peer-reviewed journal articles, conference proceedings, review articles, dissertations, and book chapters.

Bibliometric analysis was conducted using VOSviewer to examine patterns of keyword co-occurrence, co-citation relationships, and bibliographic coupling among the publications. Keyword co-occurrence analysis revealed several thematic clusters within the literature. These included research on constructivist learning environments and inquiry-based science education, studies grounded in cognitive load theory and multimedia learning, investigations of problem-based and project-based learning in STEM contexts, and scholarship on teacher professional knowledge and pedagogical development.

Co-citation analysis identified influential theoretical foundations shaping the field, including constructivist perspectives on learning, cognitive theories of multimedia learning, and sociocultural approaches to knowledge construction in science classrooms. Bibliographic coupling analysis highlighted emerging research areas focusing on interdisciplinary STEM pedagogy, digital learning environments, and the application of cognitive theory to innovative teaching practices.

The findings indicate that cognitive and pedagogical frameworks remain central to STEM education research, providing theoretical grounding for studies of teaching and learning processes. However, the thematic mapping suggests that research grounded in cognitive learning theory and research focusing on technology integration often develop as partially distinct strands of scholarship. This raises questions about whether technological innovation in STEM classrooms is consistently grounded in established learning sciences frameworks.

Overall, this bibliometric review provides an overview of the conceptual landscape of cognitive and pedagogical frameworks in STEM education research and highlights opportunities for stronger integration between cognitive perspectives and emerging digital pedagogies.

Keywords:

STEM education, cognitive learning theory, constructivism, science education research, bibliometric analysis.