Abstract
Inquiry-Based Learning (IBL) has become a central approach in science education reform, especially following the adoption of standards like the Next Generation Science Standards (NGSS), which emphasize exploration and problemsolving. This study aims to identify publication trends related to IBL in science education from 2019 to 2024 and to determine the most influential journals and researchers in the field. Using bibliometric methods, 700 articles were retrieved from the Scopus database and analyzed using VOSViewer and the Biblioshiny package in R. The analysis reveals a significant rise in publication volume, with major contributions from Beijing Normal University and countries such as the United States. Germany and China demonstrate a balanced integration of national and international collaboration, reflecting openness to cross-border partnerships and contributing to the advancement of global science education research. Influential documents by authors like Vorholzer and Furtak underscore the global and local impact of IBL research. A thematic shift is observed from “scientific inquiry” to broader terms such as “scientific literacy,” “science education,” and “nature of science.” These findings suggest the need for enhanced international collaboration, deeper integration of technology into instructional strategies, and increased visibility of key institutions and authors to drive globally relevant innovations in science education.
Keywords: Bibliometric Analysis, Inquiry Learning, Learning Model, R Studio (Biblioshiny), Science Education, Vosviewer.