It is an essential basic work to discuss the future of science education research in Japan to clarify the themes and methods used in the Journal of Science Education in Japan. This study examines the research themes, methods, and their combinations used in 1,109 articles published in the journal from 1977 to 2020, using the categories proposed by Tsai and Wen (2005) and those devised by us. Results reveal that research on teaching using quasi-experimental designs and interpretive approaches has been conducted more frequently since 2000 than before. Further, the results partially support the concerns by Ohtaka (2001) about a lack of diversity in science education research. Finally, this study discusses the factors that contributed to the results of this study and proposes suggestions to achieve diversity in science education research.
