TY  - JOUR
T1  - Mapping the Evolution of Evidence-Based Teaching in Science Education: A Bibliometric Approach
TT  - Fen Eğitiminde Kanıta Dayalı Öğretimin Evriminin Haritalanması: Bibliyometrik Bir Yaklaşım
AU  - Derman, İpek
AU  - Bezen, Sevim
PY  - 2025
DA  - March
Y2  - 2024
DO  - 10.46778/goputeb.1517854
JF  - International Journal of Turkish Education Sciences
JO  - IJTES
PB  - Tokat Gaziosmanpaşa Üniversitesi
WT  - DergiPark
SN  - 2148-2314
SP  - 1
EP  - 38
VL  - 13
IS  - 1
LA  - en
AB  - 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.
KW  - Science Education
KW  - Evidence-Based Practices
KW  - Evidence-Based Teaching
KW  - Bibliometric Analysis
KW  - WoS Database
N2  - 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 21’er 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.
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UR  - https://doi.org/10.46778/goputeb.1517854
L1  - http://dergipark.org.tr/tr/download/article-file/4077839
ER  -