To link established and typical subject areas of science education with inclusive pedagogy, a systematic literature review was
conducted to derive the comprehensive Framework of Inclusive Science Education. In a previous publication, the detailed
methodical approach as well as the methodical discussion are published for a better intersubjective comprehensibility (www.
leuphana.de/inclusive-science-education). In this article, we discuss the content of the Framework regarding the extent to
which the results and implications from the literature on the implementation of inclusive science education coincide with
or complement the findings of the science education theory and empirical research without explicit reference to inclusion.
The comparison is carried out exemplarily to “Creating inclusive scientific research methods”, which is the main category
with the highest number of subcategories (n= 126) of the Framework (N= 935). This comparison is structured along
actions, embodiments, functions, experimental competence and openness of scientific research methods. The results show
that in science education theory and empiricism without explicit reference to inclusion, the science-related is described
in detail and the demands on students regarding this subject are emphasized. To determine inclusive science education,
it is necessary to create concrete approaches specifically for established and typical subject areas of science education.
A significant added value to the general science education literature is that the inclusion-related publications describe how
the subject of learning can be modified and what additional offerings can be made so that all students can participate
in science education with the goal of scientific literacy. The tangible enhancements in this regard give further specificity
to the general science education theory and research and give further insight along the Framework for Inclusive Science
Education.