A Bibliometric Review of Modeling Competencies: Mapping Research Trends and Knowledge Structure

Abstract

Modeling is widely recognized as a core scientific practice and a key component of science learning. Although research on modeling and modeling competencies has expanded substantially in recent decades, the overall knowledge structure and thematic development of this field remain insufficiently synthesized. To address this gap, this study presents a bibliometric review of modeling-related research in science education. Using the Scopus database, 322 English-language journal articles published between 1990 and 2023 were analyzed with CiteSpace. Publication trends, keyword co-occurrence networks, and thematic clusters were examined to map the evolution and structure of the research field. The results show a sustained increase in modeling-related studies since the mid-2010s, with a strong focus on instructional practices and technology-supported modeling environments. In contrast, studies that explicitly conceptualize modeling competencies as integrated learning outcomes, particularly in secondary education contexts, remain limited.By systematically mapping research trends and thematic relationships, this review clarifies the current landscape of modeling research and identifies underexplored directions for future inquiry. The findings provide a foundation for advancing theoretically coherent and empirically grounded research on modeling competencies in science education.