Tasarım Temelli Öğrenme Alan Yazınının Bibliyometrik ve Tematik Analizi (2015-2025)

Abstract

Bu çalışmanın amacı, 2015-2025 arasında yayımlanan Tasarım Temelli Öğrenme (TTÖ) araştırmalarını bibliyometrik ve tematik içerik analizi yöntemleriyle inceleyerek, alandaki durumu ve araştırma eğilimlerini ortaya koymaktır. Araştırma sürecinde, Web of Science (WoS) ve Scopus veri tabanları taranmış; PRISMA metodolojisi ile mükerrer ve alakasız kayıtlar elenmiş ve sonuçta 101 akademik çalışma analize dahil edilmiştir. Veri analizi VOSviewer yazılımı ile gerçekleştirilmiş, bu yazılım kullanılarak bibliyometrik haritalama yapılmış ve öğrenme çıktıları için tematik içerik analizi uygulanmıştır. Bibliyometrik analiz sonuçları, TTÖ yayınlarının 2019 yılından itibaren belirgin bir artış gösterdiğini ve bu artışın 2022 yılında zirveye ulaştığını ortaya koymaktadır. Çalışmaların büyük bir kısmı STEM/Mühendislik eğitimi ve Öğrenme Ortamları ve Araçlar gibi temalar etrafında yoğunlaşmaktadır. Yazar iş birlikleri, çok merkezli ve coğrafi kümelenmelerin olduğu bir yapıyı işaret etmektedir. Tematik içerik analizi, TTÖ uygulamalarında en çok bilişsel çıktılar (problem çözme, yaratıcılık) üzerine odaklanıldığını, ardından duyuşsal (motivasyon) ve becerisel/teknik (prototip oluşturma) çıktılarının takip ettiğini ortaya koymuştur. Sonuçlar, TTÖ’nün son on yılda eğitim araştırmalarında önemli bir yer edinmiş olduğnu ve özellikle STEM ile bilgisayar bilimleri alanlarıyla güçlü bir bağ kurarak disiplinler arası bir yaklaşım olarak geliştiğini göstermektedir. Bu yaklaşım, öğrencilerin problem çözme ve yaratıcılık gibi bilişsel becerilerini, teknik ve sosyal becerilerle birlikte geliştiren bütüncül bir pedagojik model olarak dikkat çekmektedir. Çalışma, TTÖ alanının mevcut durumunu ortaya koyarak gelecekteki araştırmalar için sağlam bir çerçeve sunmayı hedeflemektedir.

Keywords

• tasarım temelli öğrenme
• bibliyometrik analiz
• tematik analiz
• öğrenme çıktıları
• STEM eğitimi

Bibliometric and Thematic Analysis of the Design-Based Learning Literature (2015-2025)

Abstract

The purpose of this study is to examine academic research on Design-Based Learning (DBL) published between 2015 and 2025, using bibliometric and thematic content analysis methods, in order to reveal the current status and research trends in the field. During the research process, the Web of Science (WoS) and Scopus databases were searched and duplicat, and irrelevant records were eliminated using the PRISMA methodology, resulting in the inclusion of 101 academic studies in the analysis. Data analysis was conducted using VOSviewer software for bibliometric mapping, while thematic content analysis was applied to assess learning outcomes. The results of the bibliometric analysis indicate that DBL publications have shown a significant increase since 2019, reaching their peak in 2022. A large portion of the studies concentrated around themes such as "STEM/Engineering Education" and "Learning Environments and Tools." Author collaborations point to a multi-centric structure, with geographical clustering. The thematic content analysis revealed that DBL applications most frequently focus on cognitive outcomes (problem-solving, creativity), followed by affective (motivation) and skill-based/technical (prototyping) outcomes. The findings show that DBL has established a significant presence in educational research over the past decade, particularly by forming strong connections with the fields of STEM and computer science, thus evolving into an interdisciplinary approach. This approach stands out as a holistic pedagogical model that develops students' cognitive skills, such as problem-solving and creativity, alongside technical and social skills. The study aims to present the current state of the DBL field, thereby offering a solid framework for future research.

Keywords

• design-based learning
• bibliometric analysis
• thematic analysis
• learning outcomes
• STEM education

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