REFLECTIONS OF STUDENT AND NUTRITION THEMES IN SCIENCE EDUCATION: A BIBLIOMETRIC ANALYSIS

Abstract

This study aims to investigate the level of interaction among the concepts of “student,” “nutrition,” and “science education” in the academic literature through bibliometric analysis. Developing healthy dietary habits during childhood and adolescence is essential not only for maintaining physical well-being but also for enhancing cognitive functions and academic achievement. In this context, science education emerges as a critical pedagogical medium for embedding health-related behaviors within school settings. Its interdisciplinary structure not only enables the transmission of scientific knowledge but also facilitates the acquisition of lifelong skills and habits. The thematic richness and instructional flexibility of science education allow for more effective integration of health-oriented content, thereby fostering meaningful connections between scientific understanding and everyday life. This research employed a general survey model and analyzed 70 academic publications indexed in the Web of Science database between 2000 and 2025. The publications were examined in terms of temporal trends, geographic distribution, authorship productivity, thematic domains, keyword clusters, and citation networks. The findings reveal increasing scholarly attention to these themes and underscore the transformative potential of science education in shaping students’ nutritional behaviors.