The qualifications expected from a training individual differ with the change in science and technology. The contribution of science education in training qualified individuals for the needs of the 21st age is indisputable. For this reason, the content of effective science education has been inquired by various studies over the years. In this context, new educational trends have been spread for effective science education and their effectiveness have been evaluated. One of the fields that contribute to the science education literature is Curriculum and Instruction. In this chapter, the current trends in science education in the field of Curriculum and Instruction are discussed through a systematic review. In addition, the dissertations carried out in this field were examined through descriptive content analysis. For this purpose, the dissertations in the Department of Curriculum and Instruction (DCI) published in the last six years (2018-2023) in the Council of Higher Education Thesis Center database were scanned by using “science” as a keyword. They were analysed in terms of the distribution of them according to their publication year, master/doctoral studies, participants, purpose, and research methodology. Based on the results, a framework for current trends in science education in the field of Curriculum and Instruction has been established, and an up-to-date literature resource has been created for researchers.