This chapter seeks to unleash research insights in the learning of science within the broader perspective of science education. Research in science education examines learning from four main perspectives namely, concept learning, developmental focus, differential focus, and focus on problem solving, which offer insights into the knowledge and reasoning processes of science students. It also provides a framework for understanding and identifying the mechanisms that govern how individuals undergo changes in their knowledge and thinking processes. Research in the learning of science has predominantly centered around inquiry-based learning within the constructivism/socio-constructivism paradigm. What does it mean to teach science as, through, or with inquiry? Is the emphasis on science as inquiry, learning as inquiry, teaching as inquiry or a combination of these aspects in science education? Furthermore, in today's world marked by intricate social, environmental, and political dimensions, how does the learning of science in science education align with this evolving global landscape? Thus, this chapter will explore research perspectives of learning science within the digital era including artificial intelligence, the sustainable development, and interdisciplinary frames. It will start by giving a historical lens to then dig into the broader lens of the 3 mains frames.