Mapping the Evolution of Evidence-Based Teaching in Science Education: A Bibliometric Approach

İpek Derman; Sevim Bezen

Makale detayları

Mapping the Evolution of Evidence-Based Teaching in Science Education: A Bibliometric Approach

Yazarlar:

İpek Derman | Sevim Bezen

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Öğretim Kuramları | Fen Bilgisi Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.1-38

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340546

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 This study was conducted to present a holistic perspective on the research on evidence-based teaching in science education EBTiSE and to provide guidance to the field so that educators and researchers can easily access resources and authors. This study aimed to determine the trend of research on EBTiSE by focusing on evidence-based teaching. For this purpose, the bibliometric analysis method was utilized. Thus, it was aimed to reveal the structure and development of the research topic. The study accessed 218 publications published between 2000 and 2024 from the Web of Science WoS database. VOSviewer software was used to analyze these data bibliometrics. As a result of the research, it was determined that publications related to EBTiSE have been published regularly since 2000 and peaked with 21 publications in 2020-2021. The USA ranks first in the countries with the most publications on EBTiSE. It was determined that the highest number of publications on EBTiSE was in the International Journal of Science Education. The most frequently used keywords in the studies were science education, professional development, and argumentation. In recent studies, key concepts such as science teacher education, undergraduate research, early childhood, scientific literacy, educational technology, etc., are frequently mentioned. According to the citation network analysis, Wu and Tsai 2007, Dawson and Venville 2010, Zembal-Saul et al. 2002, Oliver and Hannafin 2000, and Brown et al. 2010 emerged as the primary sources of the subject area. The article titled Establishing the Norms of Scientific Argumentation in Classrooms was found to have the highest number of common citations. The results obtained by utilizing visual maps in this study will contribute to other original studies to be conducted in the field of EBTiSE.

 This study was conducted to present a holistic perspective on the research on evidence-based teaching in science education EBTiSE and to provide guidance to the field so that educators and researchers can easily access resources and authors. This study aimed to determine the trend of research on EBTiSE by focusing on evidence-based teaching. For this purpose, the bibliometric analysis method was utilized. Thus, it was aimed to reveal the structure and development of the research topic. The study accessed 218 publications published between 2000 and 2024 from the Web of Science WoS database. VOSviewer software was used to analyze these data bibliometrics. As a result of the research, it was determined that publications related to EBTiSE have been published regularly since 2000 and peaked with 21 publications in 2020-2021. The USA ranks first in the countries with the most publications on EBTiSE. It was determined that the highest number of publications on EBTiSE was in the International Journal of Science Education. The most frequently used keywords in the studies were science education, professional development, and argumentation. In recent studies, key concepts such as science teacher education, undergraduate research, early childhood, scientific literacy, educational technology, etc., are frequently mentioned. According to the citation network analysis, Wu and Tsai 2007, Dawson and Venville 2010, Zembal-Saul et al. 2002, Oliver and Hannafin 2000, and Brown et al. 2010 emerged as the primary sources of the subject area. The article titled Establishing the Norms of Scientific Argumentation in Classrooms was found to have the highest number of common citations. The results obtained by utilizing visual maps in this study will contribute to other original studies to be conducted in the field of EBTiSE.

 This study was conducted to present a holistic perspective on the research on evidence-based teaching in science education EBTiSE and to provide guidance to the field so that educators and researchers can easily access resources and authors. This study aimed to determine the trend of research on EBTiSE by focusing on evidence-based teaching. For this purpose, the bibliometric analysis method was utilized. Thus, it was aimed to reveal the structure and development of the research topic. The study accessed 218 publications published between 2000 and 2024 from the Web of Science WoS database. VOSviewer software was used to analyze these data bibliometrics. As a result of the research, it was determined that publications related to EBTiSE have been published regularly since 2000 and peaked with 21 publications in 2020-2021. The USA ranks first in the countries with the most publications on EBTiSE. It was determined that the highest number of publications on EBTiSE was in the International Journal of Science Education. The most frequently used keywords in the studies were science education, professional development, and argumentation. In recent studies, key concepts such as science teacher education, undergraduate research, early childhood, scientific literacy, educational technology, etc., are frequently mentioned. According to the citation network analysis, Wu and Tsai 2007, Dawson and Venville 2010, Zembal-Saul et al. 2002, Oliver and Hannafin 2000, and Brown et al. 2010 emerged as the primary sources of the subject area. The article titled Establishing the Norms of Scientific Argumentation in Classrooms was found to have the highest number of common citations. The results obtained by utilizing visual maps in this study will contribute to other original studies to be conducted in the field of EBTiSE.

 Bu araştırma, fen eğitiminde kanıta dayalı öğretimi konu edinen araştırmalara ilişkin bütüncül bir bakış açısının sunulması ve eğitimciler ile söz konusu alandaki araştırmacıların kaynak ve yazarlara kolaylıkla ulaşabilmesi noktasında alana rehber olunması amacıyla gerçekleştirilmiştir. Bu çalışmada kanıta dayalı öğretime odaklanılarak, fen eğitiminde kanıta dayalı öğretimi konu edinen araştırmaların eğiliminin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda bibliyometrik analiz yönteminden yararlanılmıştır. Böylece araştırma konusunun yapısının ve gelişiminin ortaya konulması istenmiştir. Araştırmada WoS veri tabanından 2000 ile 2024 yılları arasında yayınlanmış 218 yayına ulaşılmıştır. Bu verilerin bibliyometrik analizi için VOSviewer yazılımı kullanılmıştır. Araştırma sonucunda fen eğitiminde kanıta dayalı öğretim FETKDÖ ile ilgili belgelerin 2000 yılından itibaren düzenli olarak yayınlandığı ve 2020-2021 yıllarında 21er yayınla zirve yaptığı tespit edilmiştir. FETKDÖ ile ilgili en fazla yayına sahip ülkeler listesinde ABD ilk sırada yer almaktadır. FETKDÖ konulu yayınların en fazla International Journal of Science Education isimli dergide olduğu belirlenmiştir. Araştırmalarda en sık kullanılan anahtar kelimelerin fen bilimleri eğitimi, mesleki gelişim ve argümantasyon olduğu saptanmıştır. Daha yakın tarihli araştırmalarda fen bilimleri öğretmen eğitimi, lisans araştırmaları, erken çocukluk, bilimsel okuryazarlık, eğitimsel teknoloji vb. anahtar kavramlara daha fazla değinildiği görülmektedir. Atıf ağı analizine göre Wu ve Tsai 2007, Dawson ve Venville 2010, Zembal-Saul ve diğerleri 2002, Oliver ve Hannafin 2000 ve Brown ve diğerleri 2010 konu alanının temel kaynakları olarak ortaya çıkmıştır. En yüksek ortak atıfa sahip olan yayının da Establishing the norms of scientific argumentation in classrooms başlıklı makale olduğu belirlenmiştir. Bu çalışmada görsel haritalardan yararlanılarak elde edilen sonuçların FEKDÖ ile ilgili yapılacak diğer özgün çalışmalara katkı sağlayacağına inanılmaktadır.

Makale detayları

Mapping the Evolution of Evidence-Based Teaching in Science Education: A Bibliometric Approach

Yazarlar:

İpek Derman | Sevim Bezen

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Öğretim Kuramları | Fen Bilgisi Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.1-38

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340546

pISSN:

2148-2314

Science Education

Evidence-Based Practices

Evidence-Based Teaching

Bibliometric Analysis

WoS DatabaseFen Eğitimi

Kanıta Dayalı Uygulamalar

Kanıta Dayalı Öğretim

Bibliyometrik Analiz

WoS Veri Tabanı

Sayı

Makale detayları

Yazarlar: İpek Derman | Sevim Bezen

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Öğretim Kuramları | Fen Bilgisi Eğitimi

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.1-38

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001340546

pISSN: 2148-2314

Sayı

Yazarlar:

İpek Derman | Sevim Bezen

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Öğretim Kuramları | Fen Bilgisi Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.13 Issue 1, pp.1-38

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001340546

pISSN:

2148-2314