In light of the challenges facing science education in Iran and the negative outcomes reflected in international assessments such as TIMSS, the present study aims to identify the prominent features of science curriculum design based on big ideas through a review of selected studies. This study was conducted using a qualitative approach, employing systematic review and documentary content analysis methods. Initially, 1,221 scholarly documents published between 2000 and 2024 were identified through databases such as ERIC, Scopus, and Web of Science. Then, using specific criteria—including topical relevance, incorporation of the big ideas concept, and scientific credibility—30 documents were selected for final analysis. The data were coded through documentary content analysis using MaxQDA software. Thematic findings derived inductively from the selected studies revealed four key features of a big ideas-based curriculum: intra-disciplinary organization and coherence of knowledge, interdisciplinary organization and coherence, social application and impact, and dynamism and innovation in learning. Based on the reviewed evidence, the study concludes by recommending a revision of science textbook content and the experimental implementation of the big ideas-based approach in schools.