Abstract
The purpose of this study was to investigate the frontier, science, and public engagement of educational science research. This paper conducted a systematic literature review of 101 educational science research articles published in Nature and Science in 1982–2021 based on the Web of Science database and analyzed the current status of research in terms of basic publication characteristics, research themes, and research processes. Five research topics were recognized, namely, education policy evaluation and reform, learning mechanisms and learning interventions, science education, educational technology, and education equity. Content of each topic had a distinctive emphasis. Findings revealed that most studies were dominated by empirical research, involving causal relationships between various educational phenomena, diverse range of research subjects, rigorous scientific randomized experiments, and quantitative analysis. We encourage more research on educational science in the future from four feasible directions, namely, developing active learning approaches to promoting effective learning, extending the research subjects and objectives of science education, conducting long-term, large-scale and practice-oriented research, and introducing new research methods into educational research.
Similar content being viewed by others
Data Availability
Data sharing not applicable to this article as no datasets were generated or analyzed during the current study.
References
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034–1037. https://doi.org/10.1126/science.1207998
Allum, N., Besley, J., Gomez, L., & Brunton-Smith, I. (2018). Disparities in science literacy. Science, 360(6391), 861–862. https://doi.org/10.1126/science.aar8480
Ananat, E. O., Gassman-Pines, A., Francis, D. V., & Gibson-Davis, C. M. (2017). Linking job loss, inequality, mental health, and education. Science, 356(6343), 1127–1128. https://doi.org/10.1126/science.aam5347
Anderson, W. A., Banerjee, U., Drennan, C. L., Elgin, S. C., Epstein, I. R., Handelsman, J., & Warner, I. M. (2011). Changing the culture of science education at research universities. Science, 331(6014), 152–153.
Barber, E. G., & Morgan, R. P. (1987). The impact of foreign graduate students on engineering education in the United States. Science, 236(4797), 33–37.
Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978. https://doi.org/10.1126/science.1204534
Bergland, M., Klyczek, K., Lin, C.-C., Lundeberg, M., Tosado-Acevedo, R., Toro, A., White, D., & Wolter, B. (2012). Engaging students in molecular biology via case-based learning. Science, 337(6093), 426–427. https://doi.org/10.1126/science.1215225
Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C., & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350(6257), 196–198. https://doi.org/10.1126/science.aac7427
Berliner, D. C. (2002). Educational research: The hardest science of all. Educational Researcher, 31(8), 18–20. https://doi.org/10.3102/0013189X031008018
Berry, B. (2013). Teacherpreneurs: A bold brand of teacher leadership for 21st-Century Teaching and Learning. Science, 340(6130), 309–310. https://doi.org/10.1126/science.1230580
Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1–22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Bloom, P., & Weisberg, D. S. (2007). Childhood origins of adult resistance to science. Science, 316(5827), 996–997. https://doi.org/10.1126/science.1133398
Bryant, P., Nunes, T., & Snaith, R. (2000). Children learn an untaught rule of spelling. Nature, 403(6766), 157–158. https://doi.org/10.1038/35003114
Butterworth, B., & Kovas, Y. (2013). Understanding neurocognitive developmental disorders can improve education for all. Science, 340(6130), 300–305. https://doi.org/10.1126/science.1231022
Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From brain to education. Science, 332(6033), 1049–1053. https://doi.org/10.1126/science.1201536
Carlos, V., Reses, G., & Soares, S. C. (2023). Active learning spaces design and assessment: A qualitative systematic literature review. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2022.2163263
Chen, M., Zhou, C., Man, S., & Li, Y. (2023). Investigating teachers’ information literacy and its differences in individuals and schools: A large-scale evaluation in China. Education and Information Technologies, 28(3), 3145–3172. https://doi.org/10.1007/s10639-022-11271-6
Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968–970. https://doi.org/10.1126/science.1204537
Conrad, C. F., Serlin, R. C. (Eds.). (2011). The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry. Sage Publications.
Cooper, M. M., Caballero, M. D., Ebert-May, D., Fata-Hartley, C. L., Jardeleza, S. E., Krajcik, J. S., Laverty, J. T., Matz, R. L., Posey, L. A., & Underwood, S. M. (2015). Challenge faculty to transform STEM learning. Science, 350(6258), 281–282. https://doi.org/10.1126/science.aab0933
Davis, B. (2011). Mathematics teachers’ subtle, complex disciplinary knowledge. Science, 332(6037), 1506–1507. https://doi.org/10.1126/science.1193541
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579
DeHaan, R. L. (2011). Teaching creative science thinking. Science, 334(6062), 1499–1500. https://doi.org/10.1126/science.1207918
Dehaene, S., Pegado, F., Braga, L. W., Ventura, P., Filho, G. N., Jobert, A., & Cohen, L. (2010). How learning to read changes the cortical networks for vision and language. Science, 330(6009), 1359–1364. https://doi.org/10.1126/science.1194140
Denofrio, L. A., Russell, B., Lopatto, D., & Lu, Y. (2007). Linking student interests to science curricula. Science, 318(5858), 1872–1873. https://doi.org/10.1126/science.1150788
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862–864. https://doi.org/10.1126/science.1201783
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
Dickinson, D. K. (2011). Teachers’ language practices and academic outcomes of preschool children. Science, 333(6045), 964–967. https://doi.org/10.1126/science.1204526
Dillon, M. R., Kannan, H., Dean, J. T., Spelke, E. S., & Duflo, E. (2017). Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics. Science, 357(6346), 47–55. https://doi.org/10.1126/science.aal4724
Donovan, M. S. (2013). Generating improvement through research and development in education systems. Science, 340(6130), 317–319. https://doi.org/10.1126/science.1236180
Emanuel, E. J. (2013). MOOCs taken by educated few. Nature, 503(7476), 342–342. https://doi.org/10.1038/503342a
Erdoğan, İ. (2020). Educational science: From past to present. Journal of Education, 18(1), 2–20. https://doi.org/10.5152/hayef.2021.20041
Essa, S. G., Celik, T., & Human-Hendricks, N. (2023). Personalised adaptive learning technologies based on machine learning techniques to identify learning styles: A systematic literature review. IEEE Access. https://doi.org/10.1109/ACCESS.2023.3276439
Feinstein, N. W., Allen, S., & Jenkins, E. (2013). Outside the pipeline: Reimagining science education for nonscientists. Science, 340(6130), 314–317. https://doi.org/10.1126/science.1230855
Feldon, D. F., Maher, M. A., & Timmerman, B. E. (2010). Performance-based data in the study of STEM Ph.D. education. Science, 329(5989), 282–283. https://doi.org/10.1126/science.1191269
Feldon, D. F., Peugh, J., Timmerman, B. E., Maher, M. A., Hurst, M., Strickland, D., Gilmore, J. A., & Stiegelmeyer, C. (2011). Graduate students’ teaching experiences improve their methodological research skills. Science, 333(6045), 1037–1039. https://doi.org/10.1126/science.1204109
Ferrara, F., & Pozio, S. (2023). Entanglements of mathematics education research and large-scale assessment: Rethinking formulas as relational. Cognition and Instruction, 41(4), 472–493. https://doi.org/10.1080/07370008.2023.2222860
Fortenberry, N. L., Sullivan, J. F., Jordan, P. N., & Knight, D. W. (2007). Engineering education research aids instruction. Science, 317(5842), 1175–1176. https://doi.org/10.1126/science.1143834
Foster, K. M., Bergin, K. B., McKenna, A. F., Millard, D. L., Perez, L. C., Prival, J. T., & Hamos, J. E. (2010). Partnerships for STEM education. Science, 329(5994), 906–907. https://doi.org/10.1126/science.1191040
Friedman, J., York, H., Graetz, N., Woyczynski, L., Whisnant, J., Hay, S. I., & Gakidou, E. (2020). Measuring and forecasting progress towards the education-related SDG targets. Nature, 580(7805), 636–639. https://doi.org/10.1038/s41586-020-2198-8
Gabrieli, J. D. (2009). Dyslexia: a new synergy between education and cognitive neuroscience. Science, 325(5938), 280–283. https://doi.org/10.1126/science.1171999
Garcia, P., Armstrong, R., & Zaman, M. H. (2014). Models of education in medicine, public health, and engineering. Science, 345(6202), 1281–1283. https://doi.org/10.1126/science.1258782
Gershman, S. J., Horvitz, E. J., & Tenenbaum, J. B. (2015). Computational rationality: A converging paradigm for intelligence in brains, minds, and machines. Science, 349(6245), 273–278. https://doi.org/10.1126/science.aac6076
Gopnik, A. (2012). Scientific thinking in young children: Theoretical advances, empirical research, and policy implications. Science, 337(6102), 1623–1627. https://doi.org/10.1126/science.1223416
Granger, E. M., Bevis, T. H., Saka, Y., Southerland, S. A., Sampson, V., & Tate, R. L. (2012). The efficacy of student-centered instruction in supporting science learning. Science, 338(6103), 105–108. https://doi.org/10.1126/science.1223709
Greenfield, P. M. (2009). Technology and informal education: What is taught, what is learned. Science, 323(5910), 69–71. https://doi.org/10.1126/science.1167190
Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332(6034), 1213–1216. https://doi.org/10.1126/science.1204820
Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665–668. https://doi.org/10.1038/nature07246
Handelsman, J., Elgin, S., Estrada, M., Hays, S., Johnson, T., Miller, S., & Williams, J. (2022). Achieving STEM diversity: Fix the classrooms. Science, 376(6597), 1057–1059. https://doi.org/10.1126/science.abn9515
Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245–1248. https://doi.org/10.1126/science.aab3782
Headley, M. G., & Plano Clark, V. L. (2020). Multilevel mixed methods research designs: Advancing a refined definition. Journal of Mixed Methods Research, 14(2), 145–163. https://doi.org/10.1177/1558689819844417
Heath, A. C., Berg, K., Eaves, L. J., Solaas, M. H., Corey, L. A., Sundet, J., ... & Nance, W. E. (1985). Education policy and the heritability of educational attainment. Nature, 314(6013), 734–736. https://doi.org/10.1038/314734a0.
Henry, G. T., Fortner, C. K., & Bastian, K. C. (2012). The effects of experience and attrition for novice high-school science and mathematics teachers. Science, 335(6072), 1118–1121. https://doi.org/10.1126/science.1215343
Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412. https://doi.org/10.1126/science.1177067
Ioannidis, J. P. (2006). Concentration of the most-cited papers in the scientific literature: Analysis of journal ecosystems. PLoS ONE, 1(1), e5. https://doi.org/10.1371/journal.pone.0000005
Jang, Y., Choi, S., Jung, H., & Kim, H. (2022). Practical early prediction of students’ performance using machine learning and eXplainable AI. Education and Information Technologies, 27(9), 12855–12889. https://doi.org/10.1007/s10639-022-11120-6
Jörg, T., Davis, B., & Nickmans, G. (2007). Towards a new, complexity science of learning and education. Educational Research Review, 2(2), 145–156. https://doi.org/10.1016/j.edurev.2007.09.002
Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454–455. https://doi.org/10.1126/science.1154659
Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. https://doi.org/10.1126/science.1152408
Kim, H. B., Choi, S., Kim, B., & Pop-Eleches, C. (2018). The role of education interventions in improving economic rationality. Science, 362(6410), 83–86. https://doi.org/10.1126/science.aar6987
Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333(6045), 971–975. https://doi.org/10.1126/science.1204528
Klug Boonstra, S., & Christensen, P. (2013). Mars student imaging project: Real research by secondary students. Science, 339(6122), 920–921. https://doi.org/10.1126/science.1229849
Koedinger, K. R., Booth, J. L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342(6161), 935–937. https://doi.org/10.1126/science.1238056
Komalawardhana, N., & Panjaburee, P. (2023). Trends and development of technology-enhanced personalized learning in science education: A systematic review of publications from 2010 to 2022. Journal of Computers in Education, 1–22. https://doi.org/10.1007/s40692-023-00276-w
Komalawardhana, N., & Panjaburee, P. (2018). Proposal of personalised mobile game from inquiry-based learning activities perspective: Relationships among genders, learning styles, perceptions, and learning interest. International Journal of Mobile Learning and Organisation, 12(1), 55–76. https://doi.org/10.1504/IJMLO.2018.089237
Kopeyev, Z., Mubarakov, A., Kultan, J., Aimicheva, G., & Tuyakov, Y. (2020). Using a personalized learning style and google classroom technology to bridge the knowledge gap on computer science. International Journal of Emerging Technologies in Learning, 15(2), 218–229.
Kovács, Á. M., & Mehler, J. (2009). Flexible learning of multiple speech structures in bilingual infants. Science, 325(5940), 611–612. https://doi.org/10.1126/science.1173947
Kozanitis, A., & Nenciovici, L. (2022). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis. Higher Education, 1–18. https://doi.org/10.1007/s10734-022-00977-8
Kremer, M., Brannen, C., & Glennerster, R. (2013). The challenge of education and learning in the developing world. Science, 340(6130), 297–300. https://doi.org/10.1126/science.1235350
Kuncel, N. R., & Hezlett, S. A. (2007). Standardized tests predict graduate students’ success. Science, 315(5815), 1080–1081. https://doi.org/10.1126/science.1136618
Leshner, A. I. (2018). Student-centered, modernized graduate STEM education. Science, 360(6392), 969–970. https://doi.org/10.1126/science.aau0590
Lillard, A., & Else-Quest, N. (2006). Evaluating montessori education. Science, 313(5795), 1893–1894. https://doi.org/10.1126/science.1132362
Lin, Z., Hou, S., & Wu, J. (2016). The correlation between editorial delay and the ratio of highly cited papers in Nature, Science and Physical Review Letters. Scientometrics, 107, 1457–1464.
Linn, M. C., Lee, H.-S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration in science. Science, 313(5790), 1049–1050. https://doi.org/10.1126/science.1131408
Linn, M. C., Gerard, L., Ryoo, K., McElhaney, K., Liu, O. L., & Rafferty, A. N. (2014). Computer-guided inquiry to improve science learning. Science, 344(6180), 155–156. https://doi.org/10.1126/science.1245980
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. https://doi.org/10.1126/science.1261757
Local Burden of Disease Educational Attainment Collaborators. (2020). Mapping disparities in education across low- and middle-income countries. Nature, 577(7789), 235–238. https://doi.org/10.1038/s41586-019-1872-1
Loyalka, P., Liu, O. L., Li, G., Kardanova, E., Chirikov, I., Hu, S., & Li, Y. (2021). Skill levels and gains in university STEM education in China, India, Russia and the United States. Nature human behaviour, 5(7), 892–904. https://doi.org/10.1038/s41562-021-01062-3
Lutz, W., & Kc, S. (2011). Global human capital: Integrating education and population. Science, 333(6042), 587–592.
Marcus, G. F., Vijayan, S., Bandi Rao, S., & Vishton, P. M. (1999). Rule learning by seven-month-old infants. Science, 283(5398), 77–80. https://doi.org/10.1126/science.283.5398.77
Markson, L., & Bloom, P. (1997). Evidence against a dedicated system for word learning in children. Nature, 385(6619), 813–815. https://doi.org/10.1038/385813a0
Mayadas, A. F., Bourne, J., & Bacsich, P. (2009). Online education today. Science, 323(5910), 85–89. https://doi.org/10.1126/science.1168874
Mayo, M. J. (2009). Video games: A route to large-scale STEM education? Science, 323(5910), 79–82. https://doi.org/10.1126/science.1166900
Mazur, E. (2009). Farewell, Lecture? Science, 323(5910), 50–51. https://doi.org/10.1126/science.1168927
McAndrew, P., & Scanlon, E. (2013). Open learning at a distance: Lessons for struggling MOOCs. Science, 342(6165), 1450–1451. https://doi.org/10.1126/science.1239686
Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M. B., & Malin, A. (2008). Preschool influences on mathematics achievement. Science, 321(5893), 1161–1162. https://doi.org/10.1126/science.1158808
Meltzoff, A. N., Kuhl, P. K., Movellan, J., & Sejnowski, T. J. (2009). Foundations for a new science of learning. Science, 325(5938), 284–288. https://doi.org/10.1126/science.1175626
Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271(5245), 77–81. https://doi.org/10.1126/science.271.5245.77
Milojević, S. (2020). Nature, Science, and PNAS: Disciplinary profiles and impact. Scientometrics, 123, 1301–1315. https://doi.org/10.1007/s11192-020-03441-5
Muralidharan, K., & Singh, A. (2021). India’s new national education policy: Evidence and challenges. Science, 372(6537), 36–38. https://doi.org/10.1126/science.abf6655
Nature. (2023). Journal Information. Retrieved from https://www.nature.com/nature/journal-information
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science, 328(5977), 463–466. https://doi.org/10.1126/science.1183944
Otero, V., Pollock, S., McCray, R., & Finkelstein, N. (2006). Who is responsible for preparing science teachers? Science, 313(5786), 445–446. https://doi.org/10.1126/science.1129648
Pearson, R. (1986). Switching over to technology teaching. Nature, 320, 94. https://doi.org/10.1038/320094a0
Pearson, R. (1988). Foreign support for US education. Nature, 335, 574. https://doi.org/10.1038/335574a0
Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459–463. https://doi.org/10.1126/science.1182595
Pedaste, M., de Jong, T., Sarapuu, T., Piksööt, J., van Joolingen, W. R., & Giemza, A. (2013). Investigating ecosystems as a blended learning experience. Science, 340(6140), 1537–1538. https://doi.org/10.1126/science.1229908
Pellegrino, J. W. (2013). Proficiency in science: Assessment challenges and opportunities. Science, 340(6130), 320–323. https://doi.org/10.1126/science.1232065
Perels, F. (2023). The effect of digital game-based learning interventions on cognitive, metacognitive, and affective-motivational learning outcomes in school: A meta-analysis. Review of Educational Research. https://doi.org/10.3102/00346543231167795
Pevzner, P., & Shamir, R. (2009). Computing has changed biology—Biology education must catch up. Science, 325(5940), 541–542. https://doi.org/10.1126/science.1173876
Porcello, D., & Hsi, S. (2013). Crowdsourcing and curating online education resources. Science, 341(6143), 240–241. https://doi.org/10.1126/science.1234722
Primorac, D. (2009). Innovating education in Croatia. Science, 324(5935), 1650–1650. https://doi.org/10.1126/science.1167183
Priyaadharshini, M., Dakshina, R., & Sandhya, S. (2020). Learning analytics: Game-based learning for programming course in higher education. Procedia Computer Science, 172, 468–472. https://doi.org/10.1016/j.procs.2020.05.143
Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam performance in the classroom. Science, 331(6014), 211–213. https://doi.org/10.1126/science.1199427
Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130–131. https://doi.org/10.1126/science.aav7958
Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220(4596), 477–478. https://doi.org/10.1126/science.220.4596.477
Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360–364. https://doi.org/10.1126/science.1203618
Rowe, M. L., & Goldin-Meadow, S. (2009). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323(5916), 951–953. https://doi.org/10.1126/science.1167025
Ruiz-Primo, M. A., Briggs, D., Iverson, H., Talbot, R., & Shepard, L. A. (2011). Impact of undergraduate science course innovations on learning. Science, 331(6022), 1269–1270. https://doi.org/10.1126/science.1198976
Sabol, T. J., Soliday Hong, S. L., Pianta, R. C., & Burchinal, M. R. (2013). Can rating pre-K programs predict children’s learning? Science, 341(6148), 845–846. https://doi.org/10.1126/science.1233517
Saqr, M., López-Pernas, S., Helske, S., & Hrastinski, S. (2023). The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study. Computers & Education, 199, 104787. https://doi.org/10.1016/j.compedu.2023.104787
Schmidt, W. H., Houang, R., & Cogan, L. S. (2011). Preparing future math teachers. Science, 332(6035), 1266–1267. https://doi.org/10.1126/science.1193855
Schneps, M. H., Griswold, A., Finkelstein, N., McLeod, M., & Schrag, D. P. (2010). Using video to build learning contexts online. Science, 328(5982), 1119–1120. https://doi.org/10.1126/science.1186934
Science. (2023). Mission and scope. Retrieved from https://www.science.org/content/page/mission-and-scope
Sharples, M. (2016). Digital education: Pedagogy online. Nature, 540(7633), 340–340. https://doi.org/10.1038/540340a
Shavelson, R. J., & Towne, L. (2002). Scientific research in education. National Academy Press.
Singer, J. D., & Braun, H. I. (2018). Testing international education assessments. Science, 360(6384), 38–40. https://doi.org/10.1126/science.aar4952
Siok, W. T., Perfetti, C. A., Jin, Z., & Tan, L. H. (2004). Biological abnormality of impaired reading is constrained by culture. Nature, 431(7004), 71–76. https://doi.org/10.1038/nature02865
Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323(5910), 122–124. https://doi.org/10.1126/science.1165919
Stephens, R., & Richey, M. (2013). A business view on U.S. education. Science, 340(6130), 313–314. https://doi.org/10.1126/science.1230728
Stevenson, H. W., Chen, C., & Lee, S.-Y. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259(5091), 53–58. https://doi.org/10.1126/science.8418494
Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., Schreiner, C., Jenkins, W. M., & Merzenich, M. M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271(5245), 81–84. https://doi.org/10.1126/science.271.5245.81
Tavakoli, M., Faraji, A., Vrolijk, J., Molavi, M., Mol, S. T., & Kismihók, G. (2022). An AI-based open recommender system for personalized labor market driven education. Advanced Engineering Informatics, 52, 101508. https://doi.org/10.1016/j.aei.2021.101508
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328(5977), 512–514. https://doi.org/10.1126/science.1186149
Timulak, L. (2009). Meta-analysis of qualitative studies: A tool for reviewing qualitative research findings in psychotherapy. Psychotherapy Research, 19(4–5), 591–600.
Towne, L., Wise, L. L., & Winters, T. M. (2005). Advancing scientific research in education. 500 Fifth Street, NW, Washington, DC 20055: National Academies Press.
van der Zee, T., & Reich, J. (2018). Open Education Science. AERA Open, 4(3), 2332858418787466. https://doi.org/10.1177/2332858418787466
Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360–363.
Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364
Wang, H., Fu, T., Du, Y., Gao, W., Huang, K., Liu, Z., & Zitnik, M. (2023). Scientific discovery in the age of artificial intelligence. Nature, 620(7972), 47–60. https://doi.org/10.1038/s41586-023-06221-2
Wells, R. S., Kolek, E. A., Williams, E. A., & Saunders, D. B. (2015). “How we know what we know”: A systematic comparison of research methods employed in higher education journals, 1996–2000 v 2006–2010. The Journal of Higher Education, 86(2), 171–198. https://doi.org/10.1353/jhe.2015.0006
Yannier, N., Hudson, S. E., Koedinger, K. R., Hirsh-Pasek, K., Golinkoff, R. M., Munakata, Y., & Brownell, S. E. (2021). Active learning: “hands-on” meets “minds-on.” Science, 374(6563), 26–30. https://doi.org/10.1126/science.abj9957
Zeng, A., Shen, Z., Zhou, J., Wu, J., Fan, Y., Wang, Y., & Stanley, H. E. (2017). The science of science: From the perspective of complex systems. Physics Reports, 714, 1–73. https://doi.org/10.1016/j.physrep.2017.10.001
Zhang, X., Wang, L., Helwig, J., Luo, Y., Fu, C., Xie, Y., ... & Ji, S. (2023). Artificial intelligence for science in quantum, atomistic, and continuum systems. arXiv preprint arXiv:2307.08423. https://doi.org/10.48550/arXiv.2307.08423
Acknowledgements
This manuscript has not been published or presented elsewhere in part or in entirety and is not under consideration by another journal. We have read and understood your journal’s policies, and we believe that neither the manuscript nor the study violates any of these.
Funding
This work was supported by the General Project of the National Social Science Fund of China (grant numbers BCA220210).
Author information
Authors and Affiliations
Corresponding authors
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Li, Q., Yue, J., Sun, J. et al. Frontier Development and Insights of International Educational Science Research in the journals Nature and Science: a Systematic Literature Review over 40 Years. Sci & Educ (2024). https://doi.org/10.1007/s11191-024-00509-z
Accepted:
Published:
DOI: https://doi.org/10.1007/s11191-024-00509-z