This systematic review synthesizes 52 empirical studies published between 2010 and 2026 to examine the conceptualization, assessment, and instruction of science process skills (SPS) in science education. Following PRISMA 2020 guidelines, the review identifies persistent conceptual fragmentation in defining basic versus integrated SPS, documents a methodological shift from traditional multiple-choice tests toward Rasch-validated performance rubrics, and finds guided inquiry and POGIL as the most empirically supported instructional strategies. Quality appraisal reveals that while most studies pose clear research questions, few report adequate statistical power or effect sizes with confidence intervals. The review offers evidence-based recommendations for curriculum design, teacher education, and future research, emphasizing the need for longitudinal designs, cross-cultural instrument validation, and replication studies.
Ismail et al. (Tue,) studied this question.