FEN EĞİTİMİ VE NÖROBİLİM ALANINDA YAPILAN ÇALIŞMALARIN BİBLİYOMETRİK ANALİZİ

Öz

Beynin ve sinir sisteminin fizyolojisi, anatomisi ve biyokimyasını inceleyen nörobilimin öğrenme ile ilişkisi son yıllarda araştırmacıların oldukça ilgisini çekmektedir. Bu ilgi nöroeğitim kavramını ortaya çıkarmıştır. Nöroeğitim, nörobilim ve eğitim arasında bir köprü görevi görmektedir. Öğrenmeyi farklı bir perspektiften inceleyen nöroeğitim alanında çalışacak araştırmacılara yol göstereceği düşünülerek yapılan bu araştırmanın amacı, Web of Science’ta fen eğitimi ve nörobilim ilgili yapılan çalışmaların bibliyometrik analiz yoluyla incelenmesidir. Çalışma kapsamında toplam 93 makale incelenmiştir. Çalışma kapsamında yayınların yazarlara, yazarlar arası ilişkiye, WOS kategorilerine, anahtar kelimelere, ülkelerdeki yayın sayılarına, yıllara ve indexlere göre incelenmiştir. Sonuç olarak en fazla yayın yapan yazarların sırasıyla Dubinsky, Michlin ve Pate olduğu; ilişkili yazarların Dubinsky, Roehring, Michlin ve Guzey olduğu; WOS kategorilerine göre dağılımında en fazla Education Educational Research ve Education Scientific Disciplines kategorilerinde yayın bulunduğu; ülkelere göre yayın sayısı dağılımında en fazla yayınla USA olduğu; en fazla yayının 2020’de yapıldığı; indexlere göre en fazla yayının SSCI’da olduğu belirlenmiştir.

Anahtar Kelimeler

• fen eğitimi
• nörobilim
• nöroeğitim
• eğitsel nörobilim

BIBLIOMETRIC ANALYSIS OF STUDIES IN THE FIELD OF NEUROSCIENCE AND SCIENCE EDUCATION

Abstract

The relationship between learning and neuroscience, which examines the physiology, anatomy and biochemistry of the brain and nervous system, has attracted the attention of researchers in recent years. This interest gave rise to the concept of neuroeducation. Neuroeducation acts as a bridge between neuroscience and education. The aim of this research, which is thought to guide researchers who will work in the field of neuroeducation, which examines learning from a different perspective, is to examine the studies on science education and neuroscience in Web of Science through bibliometric analysis. A total of 93 articles were examined within the scope of the study. Within the scope of the study, the publications were examined according to the authors, the relationship between the authors, WOS categories, keywords, the number of publications in the countries, years and indexes. As a result, the authors who published the most were Dubinsky, Michlin and Pate, respectively; associated authors are Dubinsky, Roehring, Michlin and Guzey; According to the WOS categories, the most publications were in the Education Educational Research and Education Scientific Disciplines categories; In the distribution of the number of publications by country, the USA with the highest number of publications; the most publications were made in 2020; According to the indexes, it was determined that the most publications were in SSCI.

Keywords

• educational neuroscience
• neuroeducation
• neuroscience
• science education

References

1. Ansari, D., De Smedt, B., & Grabner, R. H. (2012). Neuroeducation–a critical overview of an emerging field. Neuroethics, 5, 105-117. https://doi.org/10.1007/s12152-011-9119-3
2. Bishop, D. V. M. (2014). What is educational neuroscience. https://figshare.com/articles/What_is_educational_neuroscience_/1030405 sayfasından erişilmiştir
3. Bowers, J. (2016). The practical and principled problems with educational neuroscience. Psychological Review, 123(5), 600-612. https://doi.org/10.1037/rev0000025
4. Bruer J. T. (1997). Education and the brain: A bridge too far. Educational Researcher, 26(8), 1–13. https://doi.org/10.3102/0013189X026008004
5. Bruer, J.T. (2016). Where is educational neuroscience? Educational Neuroscience. 1, 1-12. DOI:10.1177/2377616115618036
6. Busso, D. S., & Pollack, C. (2015). No brain left behind: Consequences of neuroscience discourse for education. Learning, Media and Technology, 40(2), 168-186. DOI:10.1080/17439884.2014.908908
7. Campbell, S. R. (2011). Educational neuroscience: Motivations, methodology, and implications. Educational Philosophy and Theory, 43(1), 7-16. https://doi.org/10.1111/j.1469-5812.2010.00701.x
8. Carew, J.T. & Magseman S.H. (2010). Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning. Neural Science, 67(5), 685-688.

9. Centre for Educational Research and Innovation and Organization for Economic Co-operation and Development (OECD) (2007). Understanding the brain: The birth of a learning science. Paris: OECD.
10. Cui, Y., & Zhang, H. (2021). Educational neuroscience training for teachers’ technological pedagogical content knowledge construction. Frontiers in Psychology, 12, 792723. https://doi.org/10.3389/fpsyg.2021.792723
11. Duman, B. (2015). Neden beyin temelli öğrenme? Ankara: Pegem Akademi.
12. Dündar-Coecke, S. (2021). Nöromodülasyon: Eğitim ve nörobilim kavşağından geleceğe bakış. Türk Eğitim Bilimleri Dergisi, 19 (1) , 542-567 . https://doi.org/10.37217/tebd.868102
13. Dündar, S., Canan, S., Bulut, M., Özkan, Ö. Z. L. Ü., & Kaçar, S. (2014). Problem çözme sürecinde beyin dalgalarının incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 1-23. https://doi.org/10.17556/jef.72111
14. Fischer, K. W., Goswami, U., Geake, J., & The Task Force on the Future of Educational Neuroscience. (2010). The future of educational neuroscience. Mind, Brain, and Education, 4(2), 68-80. https://doi.org/10.1111/j.1751-228X.2010.01086.x
15. Geake, J. (2009). The brain at school: Educational neuroscience in the classroom: Educational neuroscience in the classroom. McGraw-Hill Education (UK).
16. Giannopoulou, P., Papalaskari, MA. & Doukakis, S. (2020). Neuroeducation and computer programming: A review. Advances in Experimental Medicine and Biology, 1194, 59-66. https://doi.org/10.1007/978-3-030-32622-7_5
17. Howard-Jones, P. (2010). Introducing neuroeducational research: Neuroscience, education and the brain from contexts to practice. Taylor & Francis.
18. Howard‐Jones, P. A. (2011). A multiperspective approach to neuroeducational research. Educational Philosophy and Theory, 43(1), 24-30. https://doi.org/10.1111/j.1469-5812.2010.00703.x
19. Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817-824. https://doi:10.1038/nrn3817
20. Jolles, J., & Jolles, D. D. (2021). On neuroeducation: Why and how to improve neuroscientific literacy in educational professionals. Frontiers in Psychology, 12, 752151. https://doi.org/10.3389/fpsyg.2021.752151
21. Kadum, B. M. M. (2022). Science education in the context of neuroscience. Borneo International Journal, 5(1), 16-23.
22. Kara, H. (2021). Eğitimde güncel akademik çalışmalar (Ed. Akgün, A. & Güngörmez, H.), Eğitsel nörobilim ve eğitimde yansımaları (s.3-32), Ankara: İksad Yayınevi.
23. Kılıç, Z., & Güven, S. (2018). Beyin temelli öğrenme yaklaşımının öğrencilerin anatomi ve fizyoloji dersindeki başarı ve tutumlarına etkisi. Journal of International Social Research, 11(60). http://dx.doi.org/10.17719/jisr.2018.2829
24. Kılıç, D. & Şereflioğlu Y., (2022). Eğitim bilimleri çalışmaları güncel araştırmalar ve uygulama (Ed. Baysan, S.), Nörobilim ve eğitim: Eğitsel nörobilim (s. 83-113). Livre de Lyon.
25. Koçak, G. (2020). Beyin araştırmalarının eğitime yansımaları: Geleceğin eğitimi üzerine. Yeditepe Üniversitesi Eğitim Fakültesi Dergisi, 9(11), 1-16.
26. Mayer, R. E. (1998). Does the brain have a place in educational psychology? Educational Psychology Review, 10, 389–396.
27. Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: A comparative analysis. Scientometrics, 106(1), 213-228. doi:10.1007/s11192-015-1765- 5
28. Nordqvist(2018). What is neuroscience? https://www.medicalnewstoday.com/articles/248680
29. Polat, M. (2014). Beyin temelli öğrenmenin açılımı nedir. Eğitim ve Öğretim Araştırmaları Dergisi, 3(2), 265-274.
30. Rehn, C., Gornitzki, C., Larsson, A. ve Wadskog, D. (2014). Bibliometric handbook for Karolinska Institutet. Karolinska Institutet University Library Publications. https://kib.ki.se/sites/default/files/bibliometric_handbook_2014.pdf.
31. Sanei, S., & Chamber, J. A. (2013). EEG signal processing. New York: John Wiley & Sons.
32. Sayan, H. (2020). Nöro-Eğitim. The Journal of Academic Social Sciences, 102(102), 205–217. https://doi.org/10.29228/ASOS.41652
33. Schwartz, M., & Gerlach, J. (2011). The birth of a field and the rebirth of the laboratory school. Educational Philosophy and Theory, 43(1), 67-74. https://doi.org/10.1111/j.1469-5812.2010.00709.x
34. Tham, R., Walker, Z., Tan, S. H. D., Low, L. T., Hsing, S., & Chen, A. (2019). Translating education neuroscience for teachers, Learning: research and practice, 5(2), 149-173. https://doi.org/10.1080/23735082.2019.1674909
35. Théodoridou, Z. D., & Triarhou, L. C. (2009). Fin‐de‐Siècle advances in neuroeducation: Henry Herbert Donaldson and Reuben Post Halleck. Mind, Brain, and Education, 3(2), 119-129. https://doi.org/10.1111/j.1751-228X.2009.01062.x
36. Thomas, M. S., Ansari, D., & Knowland, V. C. (2019). Annual research review: Educational neuroscience: Progress and prospects. Journal of Child Psychology and Psychiatry, 60(4), 477-492. https://doi.org/10.1111/jcpp.12973
37. Uzbay, İ. T. (2015). Beyni anlamak sadece nörobilim ile mümkün mü? Beyin yüzyılında nörolojik bilimlerden sosyal bilimlere yeni açılımlar, yeni yaklaşımlar. Üsküdar Üniversitesi Sosyal Bilimler Dergisi, (1), 119-155. https://doi.org/10.32739/uskudarsbd.1.1.12
38. Xu, H., Cheng, X., Wang, T., Wu, S. & Xiong, Y. (2022). Mapping neuroscience in the field of education through a bibliometric analysis. Brain Sciences; Basel 12(11). https://doi.org/10.3390/ brainsci12111454
39. Ward, J. (2015). The student’s guide to cognitive neuroscience (3rd ed.). New York: Psychology Press.
40. Yalçın, H. & Esen, M. (2016). Bilimi ölçümlemek: Bilimin metrisi. İçinde H. Yalçın, M. Esen, S. Burmaoğlu ve M. F. Sorkun (Edt.), Bilim, teknoloji ve inovasyon çağında araştırma üniversitesi olmak (ss. 101-128). Pegem Akademi
41. Zupic, I. & Cater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472