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Primary science education is critical for developing scientific literacy and fostering long-term interest in STEM. However, implementation faces challenges such as limited teacher preparation, rigid curricula, and unequal digital access. Purpose: This study aims to map the intellectual structure and emerging trends in primary science education research using a bibliometric approach. Method: A total of 2,295 publications from the Web of Science database were analyzed using VOSviewer. Bibliographic coupling and co-word analyses were conducted to identify influential publications, thematic clusters, and evolving research patterns. Results: Five main thematic clusters emerged: (1) technology-enhanced instruction using augmented and virtual reality, (2) equity and teacher competence in science achievement, (3) cognitive and metacognitive scaffolds, (4) dialogic and integrative pedagogies, and (5) computational thinking in STEM. The findings indicate a shift toward student-centered and digitally mediated pedagogies. However, gaps remain in culturally responsive computational thinking and understanding teacher identity in reform efforts. Conclusion: This study offers a comprehensive overview of primary science education research, highlighting key areas of progress and remaining challenges. It underscores the need for inclusive digital integration, culturally responsive teaching, and interdisciplinary frameworks. Future studies should expand database coverage for a more global perspective.