Applying bibliometric techniques to blended learning research is still relatively uncommon. This study employs bibliometric analysis, employing data from the Scopus database and VOSviewer to show papers published between 2012 and 2022. The study's sample is made up of publications on blended learning in science that have been indexed by Scopus and were published between 2012-2022, amounting to 194 articles. Through Scopus filters, 85 irrelevant works, including editorials, comments, and book reviews, were excluded. Subsequently, 109 articles relevant to the research objectives were extracted. Citation patterns, publication trends, frequently cited articles, and author keyword analysis were examined, shedding light on the growth of research in blended learning chemistry. As a result, research in blended learning chemistry has grown steadily from year to year in publications in journals with a Scopus index. Analysis and online learning are two terms rarely used concerning blended learning in chemical education. The most often used terms were "e-learning," "online learning," "collaborative learning," and "reverse classroom." Most blended learning research is carried out in the United States and the United Kingdom. For all of the papers examined, bibliometric analysis was utilised to determine goals and key areas of chemical content. The findings contribute to a deeper understanding of the evolution and current state of blended learning in chemistry education, providing insights for future research directions and educational practices.