Bibliometric Analysis of the Articles on STEM/STEAM Education in Gifted Students

Year 2023, , 275 - 308, 31.10.2023

Güliz Kaymakcı , Şendil Can

https://doi.org/10.46778/goputeb.1258457

Abstract

The current study was carried out to guide future studies on STEM education for gifted students. To this end, a bibliometric analysis of the STEM and STEAM education studies for talented students was conducted in the SCOPUS database. The bibliometric mapping method was used in this research. In the SCOPUS database, a search was performed by using the keywords "Gifted," "Talented," "STEM," and "STEAM" to filter the studies belonging to these two fields together (Access date: 22.06.2022). In the first stage of the search, 464 studies were reached. However, it was decided to analyze 124 of them, which were found to comply with research purposes, whose peer-review process was completed, and which were conducted in social studies and education. The analysis was carried out with the VosViewer program. According to the findings, an increase has been observed in studies on the subject since 2017. The highest number of publications is in the USA (n=86). While it was seen that concepts such as spatial skills, creativity, specialized schools, enrichment, and gender differences were extensively researched in STEM education for gifted students, it was determined that more research is needed on concepts such as entrepreneurship, career guidance, career interest, and e-learning. In this respect, bibliometric studies can be carried out to investigate these less-studied concepts by reviewing the literature on STEM or STEAM in other databases.

Keywords

STEM, STEAM, Gifted, Bibliometric Analysis

Özel Yetenekli Öğrencilerde STEM/STEAM Eğitimi Konulu Makalelerin Bibliyometrik Analizi

Abstract

Mevcut araştırmanın amacı, özel yetenekli öğrencilere yönelik STEM eğitimi konusundaki makaleleri bibliyometrik analizini sağlamaktır. Bu bağlamda özel yetenekli öğrencilerle STEM ve STEAM eğitimi konusu üzerine yapılan ve SCOPUS veri tabanında taranan çalışmaların bibliyometrik analizi yapılmış ve yorumlanmıştır. Analiz süreci, betimsel araştırma yaklaşımına dayalı bibliyometrik haritalama yöntemi ile yürütülmüştür. SCOPUS veri tabanında bu iki alana ait çalışmaları birlikte sınırlandırmak amacıyla “Gifted” veya “Talented” ve “STEM” veya “STEAM” anahtar kavramlarıyla tarama yapılmıştır (Erişim tarihi: 22.06.2022). İlk tarama aşamasında 464 adet çalışmaya ulaşılmıştır. Ancak araştırma amacıyla örtüşen, hakem süreci tamamlanmış, sosyal bilgiler ve eğitim alanında çalışılmış, meta-sentez, meta-analiz ve derleme haricinde olan 124 tanesi üzerinde analiz yapılmasına karar verilmiştir. Analiz, VosViewer programıyla gerçekleştirilmiştir. Elde edilen bulgulara göre 2017 yılından itibaren ilgili konu üzerine yapılan çalışmalarda artış gözlenmiştir. En fazla yayın ise 86 ile ABD’dir. Özel yetenekliler için STEM eğitiminde uzamsal beceri, yaratıcılık, özelleştirilmiş okullar, zenginleştirme, cinsiyet farklılıkları gibi kavramların ön plana çıktığı görülürken, girişimcilik, kariyer rehberliği, kariyer ilgisi ve e-öğrenme gibi konularda daha fazla araştırmaya ihtiyaç olduğu belirlenmiştir. Bu açıdan ileride yürütülmesi planlanan araştırmalar açısından diğer veri tabanlarında STEM veya STEAM ile ilgili alanyazın taranarak, alanda daha az çalışılmış becerilere yönelik bibliyometrik çalışmalar gerçekleştirilebilir.

Keywords

STEM, STEAM, Özel Yetenekli, Bibliyometrik Analiz

References

• Akkaya, G., & Ertekin, P. (2021). İki kere farklı bireylere yönelik literatürün görsel olarak incelenmesi: bibliyometrik bir çalışma [Visual examination of literature for different individuals twice: A bibliometric study]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 492-517. https://doi.org/10.9779/pauefd.706012
• Al, U., & Tonta, Y. (2004). Atıf analizi: Hacettepe Üniversitesi kütüphanecilik bölümü tezlerinde atıf yapılan kaynaklar [Citation analysis: Sources cited in Hacettepe University librarianship department theses]. Bilgi Dünyası, 5(1), 19-47. https://doi.org/10.15612/BD.2004.497
• Al, U., Soydal, İ. & Yalçın, H. (2010). Bibliyometrik özellikleri açısından Bilig’in değerlendirilmesi [Evalution of Bilig in term of bibliometric features]. Bilig Journal of Social Sciences in Turkish World, Güz, 55, 1-20.
• Alfaiz, F. S., Pease, R., & Maker, C. J. (2020). Culturally responsive assessment of physical science skills and abilities: development, field testing, implementation, and results. Journal of Advanced Academics, 31(3), 298–328. https://doi.org/10.1177/1932202X20920
• Andersen, L. (2014). Visual-spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114-121. https://doi.org/10.1080/02783193.2014.884198
• Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2), 85-125. https://doi.org/10.7771/1541-5015.1349
• Avrupa Komisyonu/EACEA/Eurydice (2011). Avrupa’da matematik eğitimi: Temel zorluklar ve ulusal politikalar [Mathematics education in Europe: Key challenges and national policies]. Education, Audiovisual and Culture Executive Agency. https://publications.europa.eu/resource/cellar/3532f22d-eea2-4bb2-941b-959ddec61810.0004.03/DOC_1
• Avrupa Komisyonu/EACEA/Eurydice (2012). Avrupa’da okullarda temel yeterlikler geliştirme: Politik fırsatlar ve zorluklar [Developing key competences in schools in Europe: Policy opportunities and challenges]. Education, Audiovisual and Culture Executive Agency. https://data.europa.eu/doi/10.2797/55508
• Aydeniz, M., & Bilican, K. Çepni, S. (Eds.). (2018). Kuramdan uygulamaya STEM eğitimi [STEM education from theory to practice]. STEM eğitiminde global gelişmeler ve Türkiye için çıkarımlar, Pegem Akademi.
• Barth, J., Kim, H. Eno, C., & Guadagno, R. (2018). Matching abilities to careers for others and self: do gender stereotypes matter to students in advanced math and science classes? Sex Roles, 79(1), 83-97.
• Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research, 12, 23-37.
• Bıçakçı, M., & Baloğlu, M. (2021). Üstün zekalıların kişilik özellikleri üzerine yapılan araştırmaların bibliyometrik analizi (1957-2020) [Bibliometric analysis of research on personality traits of gifted people (1957-2020)]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34, 125-157. https://doi.org/10.19171/uefad.845218
• Broadus, R. (1987). Toward a definition of “bibliometrics”. Scientometrics, 12(5- 6), 373-379.
• Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
• Cobo, M. J., López-Herrera, A. G., Herrera-Viedma, E., & Herrera, F. (2011). An approach for detecting, quantifying, and visualizing the evolution of a research field: A practical application to the fuzzy sets theory field. Journal of Informetrics, 5(1), 146–166. https://doi.org/10.1016/j.joi.2010.10.002
• Corlu, M. S. (2014). FeTeMM Eğitimi Makale Çağrı Mektubu [Call for Manuscripts on STEM Education]. Turkish Journal of Educational Research, 3(1), 4-10. https://doi.org/10.19128/turje.181071
• Cross T. L., & Frazier, A. D. (2009). Guiding the psychosocial development of gifted students attending specialized residential STEM schools, Roeper Review, 32(1), 32-41. https://doi.org/10.1080/02783190903386868
• Çelik, C., Kaymakcı, G., & Can, Ş. (2023). Özel yetenekli öğrencilerin kariyer gelişimine yönelik araştırmaların bibliyometrik analizi [Bibliometric analysis of research on career development of gifted students]. e-Uluslararası Eğitim Araştırmaları Dergisi, 14(2) , 68-82 . https://doi.org/10.19160/e-ijer.1206389
• Ericsson, K. A. (2014). Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms. Intelligence, 45, 81–103. https://doi.org/10.1016/j.intell.2013.12.001
• Falagas, M. E., Pitsouni, E. I., Malietzis, G. A., & Pappas, G. (2008). Comparison of PubMed, Scopus, Web of Science and Google Scholar: Strengths and weakness. FASEB Journal, 22, 338-342. https://doi.org/10.1096/fj.07-9492LSF
• Gülhan, F. (2022). Türkiye’de yapılmış STEAM / [STEM + A (Sanat)] Araştırmalarındaki eğilimlerin analizi [Analysis of trends in STEAM / [STEM + A (Art)] Research in Turkey]. Turkish Journal of Educational Studies, 9(1), 23-46. https://doi.org/10.33907/turkjes.737496
• Ha, C. T., Thao, T. T. P., Trung, N. T., Huong, L. T. T., Dinh, N. V., & Trung, T. (2020). A bibliometric review of research on stem education in ASEAN: Science mapping the literature in scopus database, 2000 to 2019. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), 1-11. https://doi.org/10.29333/ejmste/8500
• Jang, J., Chung, Y., Choi, Y., & Kim, S. W. (2013). Exploring the characteristics of science gifted students’ task commitment. Journal of the Korean Association for Science Education, 33(1), 1–16. https://doi.org/10.14697/jkase.2013.33.1.001
• Karataş, F. Ö. (2017). Eğitimde geleneksel anlayışa yeni bir S(İ)tem. S. Çepni, S. (Ed.) Kuramdan Uygulamaya STEM+A+E Eğitimi içinde. Pegem Akademi.
• Kearney, C. (2015). Efforts to increase students’ interest in pursuing science, technology, engineering and mathematics studies and careers. Brussels: European Schoolnet.
• Kim, H., & Chae, D. (2016). The development and application of a STEAM program based on traditional Korean culture. EURASIA Journal of Mathematics, Science and Technology Education, 12(7), 1925- 1936. https://doi.org/10.12973/eurasia.2016.1539a
• Lage-Gomez, C., & Ros, G. (2021). Transdisciplinary integration and its implementation in primary education through two STEAM projects. Infancia y Aprendizaje, 44(4), 801-837. https://doi.org/10.1080/02103702.2021.1925474
• Liu, M., Liu, S., Pan, Z., Zou, W., & Li, C. (2019). Examining science learning and attitude by at-risk students after they used a multimedia-enriched problem-based learning environment. Interdisciplinary Journal of Problem-Based Learning, 13(1), 1-19. https://doi.org/10.7771/1541-5015.1752
• Malin, J., & Makel, M. C. (2012). gender differences in gifted students’ advice on solving the world’s problems. Journal for the Education of the Gifted, 35(2), 175–187. https://doi.org/10.1177/0162353212440617
• Miedijensky, S., & Tal, T. (2016). Reflection and assessment for learning in science enrichment courses for the gifted. Studies in Educational Evaluation, 50, 1–13. https://doi.org/10.1016/j.stueduc.2016.05.001
• Milli Eğitim Bakanlığı, (MEB). (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Milli Eğitim Bakanlığı.
• Mooney, M., & Laubach, T. A. (2002). Adventure engineering: A design centered, inquiry based approach to middle grade science and mathematics education. Journal of Engineering Education, 91(3). 309-318. https://doi.org/10.1002/j.2168-9830.2002.tb00708.x
• National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
• National Science Foundation (NSF). (2015). What we do? http://www.nsf.gov/about/what.jsp
• Olszewski-Kubilius, P. (2009) Special schools and other options for gifted STEM students, Roeper Review, 32(1), 61-70. https://doi.org/10.1080/02783190903386892
• Osareh, F. (1996). Bibliometrics, citation analysis and co-citation analysis: A review of literature I. Libri, 46(3), 149-158. https://doi.org/10.1515/libr.1996.46.3.149
• Özçelik, A., & Akgündüz, D. (2018). Üstün/özel yetenekli öğrencilerle yapılan okul dışı STEM eğitiminin değerlendirilmesi [Evaluation of out-of-school STEM education with gifted/special talented students]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 334- 351. https://doi.org/10.24315/trkefd.331579
• Roemer, R. C., & Borchardt, R. (2015). Meaningfull metrics: A 21st century librarian's guide to bibliometrics, altmetrics, and research impact.: Association of College and Research Libraries.
• Roman, H. T. (2012). STEM—a powerful approach to real-world problem solving for gifted and talented students in middle and high school grades. Manassas, VA: Gifted Education Press.
• Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students. Asia Pacific Educ. Rev. 16, 203–212.
• Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.
• Tosun, C. (2022). Bibliometric and content analyses of articles related to science education for special education students. International Journal of Disability, Development and Education, 69(1), 352-369. http://dx.doi.org/10.1080/1034912X.2021.2016659
• Tovar, M. E., Anaya, A. A. A., & Burhan, N. A. S. (2017). A cross-country analysis of entrepreneurship abilities, innovation in STEM, and competitiveness in education. Psychology and Education 54(3), 93 – 106.
• Ülger, B. B., & Çepni, S. (2020). Gifted education and STEM: A Thematic review. Journal of Turkish Science Education, 17(3), 443-466.
• Ülger, B. B., & Çepni, S. (Eds.). (2018). Kuramdan uygulamaya STEM eğitimi [STEM education from theory to practice]. Üstün yeteneklilerde STEM eğitimi, Pegem Akademi.
• Vogel, R., & Masal, D. (2015). Public leadership: A review of the literature and framework for future research. Public Management Review, 17(8), 1165–1189. https://doi.org/10.1080/14719037.2014.895031
• Wai, J., & Allen, J. (2019). What boosts talent development? Examining predictors of academic growth in secondary school among academically advanced youth across 21 years. Gifted Child Quarterly, 63(4), 253–272. https://doi.org/10.1177/00169862198690
• Warne, R., Sonnet, G., & Sadler, P. (2019). The relationship between advanced placement mathematics courses and students’ STEM career interests. Educational Researcher, 48(2), 101-111. https://doi.org/10.3102/0013189X19825
• Yıldız, G. (2022). STEM etkinliklerinin özel yetenekli öğrencilerin bilimsel süreç becerilerine etkisi [The Effect of STEM Activities on the Scientific Process Skills of Specially Talented Students]. Bursa Uludağ University Institute of Educational Sciences.
• Yu, H., & Jen, E. (2021). The gender role and career self-efficacy of gifted girls in STEM areas. High Ability Studies, 32(1), 71-87. https://doi.org/10.1080/13598139.2019.1705767
• Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12-19. https://doi.org/10.1111/j.1949-8594.2012.00101.x