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Abstract

Five scientific journals were systematically reviewed to determine the most important study directions in curriculum research and science teaching methods published between 2019–2020. These included ( Journal of Research in Science the Journal of Research in Science Teaching; School Science and Teaching, School Science and Mathematics, International Journal of Science and Mathematics; International Journal of Science and Mathematics Mathematics Education, Eurasia Journal of Mathematics, Science and Technology Education; Eurasia Journal of Mathematics; Science and Technology )Education, Research in Science and Technological Education 2019 Education; and Research in Science and Technological Education. An 2020 ( )126 analysis of N=126 papers revealed five trends: (a) teaching and learning concepts, (b) Science Technology, Engineering, and : STEM Mathematics (STEM), (c) preparing science teachers, (d) science education technology, and (e) the nature of science (NOS). These five trends were then critically examined to discern respective . : philosophical and theoretical frameworks. For example, the third ( trend contained studies related to programs for preparing and qualifying science teachers, science teachers’ professional ) development, and factors affecting science teachers’ efficiency. The ( STEM STEM fifth trend contained several points, including both the science )STEM ( teachers and students’ understanding of the NOS, and the ) 'development of a science curriculum to improve students ( understanding of the nature and structure of science. Further analysis ) ( revealed that the 126 papers were conducted using, in descending chronological order, quantitative, qualitative, and mixed method ) approaches. Recommendations were presented for developing : research directions for the curriculum and methodology of teaching the field of science. . ( NGSS .)2016 ( Best .)& Dunlap, 2017 (et al., 2014 . Donovan, .)Wilcox, et. al., 2015

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