Abstract This study aimed at exploring the most popular strategies for integrating IoT (IoT) in science teaching, and developing a proposed framework for these strategies. A descriptive method based on systematic literature review was used on a sample of studies derived from ProQuest, Eric, IEEE Explore and science-direct databases. After applying the inclusion and exclusion criteria, as well as the methodological quality criteria to these studies, a total number of (65) studies were included that focused on the use of IoT in science teaching. The findings of the review demonstrated several strategies for the use of IoT in teaching science, among them collecting, analyzing and sharing scientific data, managing and conducting science experiments and virtual labs, conducting project-based learning, promoting personalized and adaptive learning of science, automating classroom management and smart classrooms, reinforcing collaborative and cooperative learning, and facilitating gamification of science learning. Moreover, a proposed framework for these strategies was developed. In light of these results, it was recommended to take advantage of the proposed framework developed in this study as a basis for identifying the training needs of science teachers in order to provide professional development programs.