The use of technology to scientific reasoning in science education: A bibliometric and content analysis of research papers

Abstract

The results of several empirical findings show that the use of technology in science learning has a very positive influence on the development of students' scientific reasoning and is worthy of further development. This study aims to evaluate and map the use of technology in learning scientific reasoning in the context of science education through bibliometric of 119 articles and content analysis of 17 articles published from 2012 to 2024. The findings reveal fluctuations in research productivity, with a peak in 2022 driven by increased reliance on technology following the COVID-19 pandemic. The United States dominates contributions to this field, accounting for nearly half of the total publications, while emerging nations like Indonesia demonstrate significant potential for growth. Co-occurrence analysis identifies five thematic clusters, highlighting cognitive skills, curriculum design, and emerging tools such as virtual reality, artificial intelligence, and game-based learning. Content analysis shows that quantitative methods, particularly true-experimental designs, are the most common, with secondary school students (47 %) as the primary sample group. Achievement tests are the predominant data collection method, often complemented by observations and surveys for comprehensive insights. The focus on physics as the most studied subject (35 %) underscores its versatility, while multidisciplinary studies reveal a growing interest in sustainability, robotics, and artificial intelligence. The implication of the findings of this research is that future researchers are expected to be able to discover new areas and develop new technologies that are appropriate in science learning to improve scientific reasoning.