Mapping Constructive Alignment Research In Science Education: A Bibliometric and Network Analysis (2000-2025).
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| Title: | Mapping Constructive Alignment Research In Science Education: A Bibliometric and Network Analysis (2000-2025). |
|---|---|
| Authors: | Rifan, Nurelly Mohd1 nurelly@graduate.utm.my, Latif, Adibah binti Abdul1 p-adibah@utm.my, Zakaria, Mohamad Ikram1 mohamad.ikram@utm.my |
| Source: | International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p157-176. 20p. |
| Subject Terms: | *Curriculum alignment, *Science education, *Teacher development, *Critical thinking, *Bibliometrics, *Educational evaluation, Empirical research |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195073850 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mapping Constructive Alignment Research In Science Education: A Bibliometric and Network Analysis (2000-2025). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rifan%2C+Nurelly+Mohd%22">Rifan, Nurelly Mohd</searchLink><relatesTo>1</relatesTo><i> nurelly@graduate.utm.my</i><br /><searchLink fieldCode="AR" term="%22Latif%2C+Adibah+binti+Abdul%22">Latif, Adibah binti Abdul</searchLink><relatesTo>1</relatesTo><i> p-adibah@utm.my</i><br /><searchLink fieldCode="AR" term="%22Zakaria%2C+Mohamad+Ikram%22">Zakaria, Mohamad Ikram</searchLink><relatesTo>1</relatesTo><i> mohamad.ikram@utm.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jul2026, Vol. 19 Issue 3, p157-176. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+alignment%22">Curriculum alignment</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.1939a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 157 Subjects: – SubjectFull: Curriculum alignment Type: general – SubjectFull: Science education Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Bibliometrics Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Empirical research Type: general Titles: – TitleFull: Mapping Constructive Alignment Research In Science Education: A Bibliometric and Network Analysis (2000-2025). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rifan, Nurelly Mohd – PersonEntity: Name: NameFull: Latif, Adibah binti Abdul – PersonEntity: Name: NameFull: Zakaria, Mohamad Ikram IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
