Experimental activities of primary school students: structure and dynamics of scientific research (based on the Scopus database, 1990-2025)
DOI:
https://doi.org/10.31652/3041-2439-2026-6-7Keywords:
experimental activity, primary school, STEM education, inquiry-based learning, bibliometric analysis, digital technologies, VOSviewerAbstract
The relevance of the study is determined by the growing role of experimental activity as a key component of STEM education and the development of inquiry skills in primary school students. The purpose of the article is to identify current trends, thematic structure, and prospects for the development of research on experimental activities in primary education. To achieve the research objective, bibliometric, cluster, and content analysis methods were employed. The empirical basis of the study consists of 428 scientific publications indexed in the Scopus database (1990–2025). The scientific novelty of the study lies in a comprehensive bibliometric and content analysis of research on experimental activities in primary school, which made it possible to obtain new theoretical and applied results. In particular, for the first time, an integrated analysis of the research field of primary school students’ experimental activity was conducted based on the Scopus database (n = 428) using the VOSviewer tool. A three-component structure of research has been identified and theoretically substantiated, including conceptual, pedagogical, and procedural components. The differentiated functional roles of key concepts in the scientific network have been revealed: STEM education as the conceptual core; primary school students as the integrative center; and experimentation as an inter-cluster linking mechanism. Contemporary research trends have been further specified based on overlay analysis, including a shift from theoretical models to practice-oriented approaches; an increasing role of digital technologies (sensors, digital laboratories, mobile applications); and the integration of inquiry-based learning into STEM education. The findings can be used in the development of educational programs, instructional materials, and teacher training systems aimed at implementing experimental activities in the context of STEM education. The obtained results provide a methodological foundation for further research and open new перспективні directions for scientific inquiry in the integration of digital technologies, innovative development models, and the concept of sustainable development in primary education.References
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