Mapping Constructive Alignment Research In Science Education: A Bibliometric and Network Analysis (2000–2025)

Abstract

Constructive alignment (CA) has become a central pedagogical framework aligning intended learning outcomes, teaching strategies, and assessments to promote meaningful learning. Despite the rising number of studies applying CA across educational contexts, no bibliometric research has systematically mapped its development within science education, creating a gap in understanding the field’s intellectual structure and evolution. This study presents a bibliometric analysis of CA research in science education from 2000 to 2025, based on 20 Scopus-indexed publications. Using Bibliometrix®, OpenRefine, and VOSviewer, the analysis examines publication trends, leading authors and institutions, citation patterns, and thematic structures. The results show increased scholarly attention after 2015, with prominent contributions from Malaysia, Australia, and the United Kingdom. Keyword co-occurrence networks reveal dominant themes such as curriculum alignment, assessment design, higher-order thinking skills, and teacher professional development. Earlier studies were mostly theoretical, while more recent research demonstrates a shift toward empirical classroom applications. This study uniquely contributes a comprehensive synthesis of CA scholarship in science education, offering insights that guide future research, policy development, and instructional practices.