A content analysis of blended learning studies in science education

Abstract

This research aimed to determine the trends related to blended learning studies conducted in science education through descriptive content analysis. This study was performed using the document review method. For this purpose, 120 studies on blended learning in science education were determined between 2005 and 2022 in the Web of Science (WoS) database. The studies were examined by considering themes such as keywords, country, purpose, method, sample, online system, and result. The research findings showed that more studies occurred between 2020 and 2022. The findings showed that studies mostly use quantitative research methods and experimental designs. Most of the studies were conducted with undergraduate-level sample groups. Findings revealed that the blended learning environment is designed more to teach physics subjects, and parametric tests were generally used for data analysis. The more preferred course management systems in the studies were the online systems designed by the schools. A considerable number of studies revealed that blended learning environments designed for science education have a positive effect on variables such as achievement, skill, and motivation.