Review of studies on blended (hybrid) learning in science education

This systematic review charts Turkish-language research on blended, hybrid, or mixed-mode learning in science education published from 2010 to 2024. The National Theses Center, university catalogues, and Google Scholar were searched with the keywords "science education", "blended learning", "hybrid learning", and "mixed learning". Forty-two full-text works—twenty-two journal articles, sixteen master's theses, and four doctoral dissertations—met the inclusion criteria. "Harmanlanmış" appears in 32 titles, whereas "hibrit" and "karma" together occur in ten. Mixed-method studies predominate (55 %), followed by quantitative (29 %) and qualitative (17 %) designs. Samples cluster in lower-secondary classrooms (15 studies) and pre-service science teacher cohorts (15); high-school contexts are absent. Scales, tests and questionnaires dominate data collection (33 studies), interviews and open-ended forms support 26 studies; parametric statistics feature in 31 analyses, non-parametric in seven. Empirical samples commonly range between 31 and 60 participants, reflecting typical class sizes in Turkish science education research, and only three surveys exceed 250 respondents. Reported outcomes include significant gains in academic achievement (21 studies) and in attitude, motivation, or self-efficacy (17). Additional improvements concern TPACK competences (7) and higher-order cognitive skills (8), whereas only three investigations address twenty-first-century skills—a clear gap. Neutral or negative results are linked to heavy online workload, limited connectivity, and flawed instructional design. Overall, properly balanced face-to-face and online components enhance flexibility and conceptual retention, persistent conceptual growth, yet success hinges on robust technical support and manageable learner workload. Future research should pursue longitudinal designs, high-school populations, multi-level analyses, and comprehensive assessments of twenty-first-century competencies to close evident gaps.