Fen Eğitiminde Eleştirel Düşünme Konulu Makalelerin İncelenmesi: Bir Bibliyometrik Haritalama Analizi

Yıl 2023, , 539 - 567, 27.10.2023

Faruk Arıcı , Ekrem Cengiz

https://doi.org/10.54637/ebad.1362232

Öz

Eleştirel düşünme (ED), olguları analiz edebilen, bağımsız karar verebilen, karşılaştırma yapabilen ve çıkarımlarda bulunabilen bireylerin yetiştirilmesinde kazandırılması gereken üst düzey bir düşünme becerisidir. Öte yandan bu değişen durumlar, eğitimin odak noktası olarak ED gibi yeni becerilerin dahil edilmesini gerektirmektedir. Bu beceri fen eğitiminde (FE) kritik öneme sahiptir ve birçok araştırmaya konu olmuştur. Araştırmada, fen eğitiminde eleştirel düşünme üzerine yayımlanan makaleler bibliyometrik haritalama analizi kullanılarak incelenmiştir. Bu alandaki araştırma eğilimlerini ortaya koyarak araştırmacılara yol göstermesi açısından önemlidir. Araştırmada fen eğitiminde eleştirel düşünme ile ilgili SSCI, SCI-Expanded, A&HCI ve ESCI indekslerinde yer alan 377 makale incelenmiştir (Son erişim tarihi, Haziran 2023). Analizden elde edilen sonuçlar, fen eğitiminde eleştirel düşünme ile ilgili çalışmaların yıllara göre dağılımı incelendiğinde azalma eğiliminde olduğunu, çalışmaların STEM ve lisans eğitimi üzerine yoğunlaştığını göstermiştir. Bu alanda en çok yayın yapılan ülkenin ABD, en çok atıf yapılan kurumun ise State University of New York Suny System olduğu tespit edilmiştir. Son olarak en çok atıf alan yazarın Chang, Shao-Chen, derginin ise Journal of Research in Science Teaching olduğu görülmüştür. Araştırmadan elde edilen sonuçlar, FE'de ED kavramının incelenmesinde mevcut durumu ortaya koyması nedeniyle gelecekteki araştırmalara yol gösterecektir.

Anahtar Kelimeler

Bibliyometrik analiz, eleştirel düşünme, fen eğitimi

Etik Beyan

Ethical approval: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed consent: There were no participants in the study. Therefore, informed consent was not given. Statement Regarding Research Involving Human Participants and/or Animals: There were no human or animal participants in the study. Consent to Participate: There were no human participants in the study. Consent to Publish: Additional informed consent was obtained from all individual participants for whom identifying information is included in this article. Funding: The authors did not receive support from any organization for the submitted work. Author's Contribution: The contributions of the authors are equal. Conflict of Interest: The authors declare that they have no conflict of interest. Availability of data and materials: Data will be made available on reasonable request

An Examination of Articles on Critical Thinking in Science Education: An Analysis Using Bibliometric Mapping

Öz

Critical thinking (CT) is a high-level thinking skill that should be gained in raising individuals who can analyze facts, make independent decisions, make comparisons, and make inferences. On the other hand, these varying states require the inclusion of new acquisitions, such as CT, as the focal point of education. This skill is critical in science education (SE) and has been the subject of many studies. The research examined the articles published on critical thinking in SE using bibliometric mapping analysis. It is crucial to guide researchers by revealing research trends in this field. In the research, 377 articles in SSCI, SCI-Expanded, A&HCI and ESCI indexes related to critical thinking in science education were examined and the last access date is June 2023.The results obtained from the analysis demonstrated that the studies on CT in SE tended to decrease when the distribution of years was examined; the studies focused on STEM and undergraduate education. It has been determined that the country with the most publications in this field is the USA, and the institution with the most references is the State University of New York Suny System. Finally, it was seen that the most cited author was Chang, Shao-Chen, and the journal was Journal of Research in Science Teaching. The results obtained from the research will guide future research since they reveal the current situation in examining the concept of CT in SE.

Anahtar Kelimeler

Bibliometric analysis, critical thinking, science education

Kaynakça

• Aizikovitsh-Udi, E., & Amit, M. (2011). Developing the skills of critical and creative thinking by probability teaching. Procedia: Social and Behavioral Sciences, 15, 1087–1091. https://doi.org/10.1016/j.sbspro.2011.03.243
• Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
• Al, U., & Coştur, R. (2007). The bibliometric profile of the Turkish Journal of Psychology. Turkish Librarianship, 21(2), 142-163.
• Alshamrani, S. M., & Aldahmash, A. H. (2020). A systematic review of research articles on science education published in the ESERA proceedings from 2011 to 2017. Education and Science, 45 (202), 1-16. https://doi.org/10.15390/EB.2020.8441
• Altuntaş, E.Ç., Yılmaz, M., & Turan, S.L. (2018). An investigation on critical thinking tendencies of pre-service biology teachers. Ege Journal of Education, 19(1), 34-45. https://doi.org/10.12984/egeefd.306019
• Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647.
• Bailin, S. (2002). Critical thinking and science education. Science & Education, 11, 361-375. http://dx.doi.org/10.1023/A:1016042608621
• Batur, Z. & Özcan, H. Z. (2020). Bibliometric analysis of graduate theses written on critical thinking. International Journal of Turkish Literature Culture Education, 9(2), 834-854.
• Belluigi, D. Z., & Cundill, G. (2017). Establishing enabling conditions to develop critical thinking skills: A case of innovative curriculum design in environmental science. Environmental Education Research, 23(7), 950-971. https://doi.org/10.1080/13504622.2015.1072802
• Belova, N., Chang Rundgren, S. N., & Eilks, I. (2015). Advertising and science education: a multi-perspective review of the literature. Studies in Science Education, 51(2), 169-200. https://doi.org/10.1080/03057267.2015.1049444
• Beyer. K. B. (1985). Practical strategies for direct instruction in thinking skills. In A.Costa (Ed.). Developing minds, 1 (145-150). Alexandria: Virginia. ASCD.
• Beyer, B. K. (1987). Practical strategies for the teaching of thinking. Boston: Allyn and Bacon.
• Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: David McKay.
• Bustamante, A. S., Greenfield, D. B., & Nayfeld, I. (2018). Early childhood science and engineering: Engaging platforms for fostering domain-general learning skills. Education Sciences, 8(3), 144. https://doi.org/10.3390/educsci8030144
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2021). Scientific research methods in education. Pegem.
• Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College, Columbia University.
• Chen, X., G. Yu, G, Cheng., & T, Hao. (2019). Research topics, author profiles, and collaboration networks in the top-ranked journal on educational technology over the past 40 years: A bibliometric analysis. Journal of Computers in Education, 6(4), 563–585. https://doi.org/10.1007/s40692-019-00149-1
• Choy, S. C. & Cheah, P.K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198-206.
• Cone, C., Godwin, D., Salazar, K., Bond, R., Thompson, M., & Myers, O. (2016). Incorporation of an explicit critical-thinking curriculum to improve pharmacy students’ critical-thinking skills. American Journal of Pharmaceutical Education, 80(3). Article 41. https://doi.org/10.5688/ajpe80341
• Cüceloglu, D. (1995). Think Well, Make the Right Decision. (Tenth edition). System Publishing. Istanbul.
• Duran, M., & Şendağ, S. (2012). A preliminary investigation into critical thinking skills of urban high school students: Role of an IT/STEM program. Creative Education, 3(2), 241–250. http://dx.doi.org/10.4236/ce.2012.32038
• Ennis, R. H. (1987). Taxonomy of critical thinking deposition and abilities. In J. B. Baron, &R. J. Stenberg (Eds.), Teaching Thinking Skills: Theory and Practice. New York: W.H. Freeman & Company.
• Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179–186.
• Fahim, M. & Eslamdoost, S. (2014). Critical thinking: Frameworks and model for teaching. English Language Teaching, 7(7), 141-151. http://dx.doi.org/10.5539/elt.v7n7p141
• Facione, P. A. (1992). Critical thinking: What it is and why it counts. https://www.researchgate.net/publication/251303244. Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61–84.
• Faciona, P. (2007). Critical thinking: What it is and why it is counts. California: California Academic Press.
• Fajrina, S., Lufri, L., & Ahda, Y. (2020). Science, technology, engineering, and mathematics (STEM) as a learning approach to improve 21st-century skills: A review. International Journal of Online & Biomedical Engineering, 16(7), 95-104. https://doi.org/10.3991/ijoe.v16i07.14101
• Falagas, M. E., A. I. Karavasiou, & I. A. Bliziotis. (2006). A bibliometric analysis of global trends of research productivity in tropical medicine. Acta Tropica, 99(2–3), 155–159. doi:10.1016/j.actatropica.2006.07.011.
• Fisher, A. (2001). Critical thinking: An introduction. London. Cambridge University. Accessed at http://assets.cambridge.org/052100/9847/sample/0521009847ws.pdf.
• Florea, N. M., & Hurjui, E. (2015). Critical thinking in elementary school children. Social and Behavioural Sciences, 180, 565-575. https://doi.org/10.1016/j.sbspro.2015.02.161
• Fong, C. J., Kim, Y., Davis, C. W., Hoang, T. & Kim, Y. W. (2017). A meta-analysis of critical thinking and community college student achievement. Thinking Skills and Creativity, 26, 71–83.
• Halpern, D. F. (1999, Winter). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching & Learning, 80, 69–74.
• Hand, B., Shelley, M. C., Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693–710. https://doi.org/10.1002/sce.21341
• Hasanah, U., & Shimizu, K. (2020). Crucial cognitive skills in science education: A systematic review. Jurnal Penelitian dan Pembelajaran IPA, 6(1), 36-72. https://doi.org/10.30870/jppi.v6i1.7140
• Hayse, M. (2018). Tabletop games and 21st century skill practice in the undergraduate classroom. Teaching Theology & Religion, 21(4), 288-302. https://doi.org/10.1111/teth.12456
• Huitt, W. (1995). Success in the information age: A paradigm shift. Valdosta, GA: Valdosta State University. Based on a background paper developed for a workshop presentation at the Georgia Independent School Association, Atlanta, Georgia.
• Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
• International Technology and Engineering Educators Association [ITEEA](2020). Standards for technological and engineering literacy: The role of technology and engineering in STEM education. https://www.iteea.org/STEL.aspx.
• İlkörücü, Ş., Tapan Broutin, M. S., & Boyacı, M. (2022). The effect of critical thinking based 4 mat instruction applied in science education on critical thinking dispositions, Journal of Turkish Science Education, 19(2), 641-659. https://doi.org/10.36681/tused.2022.142
• Kabataş Memiş, E., & Çakan Akkaş, B. N. (2020). Developing critical thinking skills in the thinking-discussion writing cycle: the argumentation-based inquiry approach. Asia Pacific Education Review, 21(3), 441-453. https://doi.org/10.1007/s12564-020-09635-z
• Karagöz, B., & Şeref, İ. (2020) A review of articles on the writing skill: Trends in the web of science database abstract. Journal of Mother Tongue Education, 8(1), 67-86. https://doi.org/10.16916/aded.619090
• Kestel, M. & Şahin, M. (2018). Critical thinking in education. Journal of Research in Education and Teaching, 7(3), 40-49. Kestel, M. (2022). Critical Thinking Skill: A Meta-Analysis Study. Unpublished Doctoral Thesis. Necmettin Erbakan University, Graduate School of Educational Sciences. Konya.
• Kezer, F., & Turker, B. (2012). Comparison of the critical thinking dispositions of (studying in the secondary science and mathematics division) preservice teachers. Procedia-Social and Behavioral Sciences, 46, 1279–1283. https://doi.org/10.1016/j.sbspro.2012.05.288
• Lam, K. F. T., Wang, T. H., Vun, Y. S., & Ku, N. (2019). Developing critical thinking in a STEAM classroom. In CISETC 2019: International Congress on Education and Technology in Sciences (Vol. 2555, pp. 82-90).
• Lv, P. H., Wang, G. F., Wan, Y., Liu, J., Liu, Q., & Ma, F. C. (2011). Bibliometric trend analysis on global graphene research. Scientometrics, 88(2), 399-419. https://doi.org/10.1007/s11192-011-0386-x
• Ma, X., Zhang, Y., & Luo, X. (2023) Students' and teachers' critical thinking in science education: Are they related to each other and with physics achievement? Research in Science & Technological Education, 41(2), 734-758.
• Marshall, C. & Rossman, G. B. (2014). Designing Qualitative Research. New York: Sage
• Ministry of National Education [MoNE] (2018). Science course curriculum (3, 4, 5, 6, 7, and 8. classes). Ankara: Board of Education and Discipline.
• Malamitsa, K., Kokkotas, P., & Kasoutas, M. (2008). Graph / Chart interpretation and reading comprehension as critical thinking skills. Science Education International, 19(4), 371-384.
• Murphy, P. K., Rowe, M. L., Ramani, G., & Silverman, R. (2014). Promoting critical-analytic thinking in children and adolescents at home and in school. Educational Psychology Review, 26, 561-578. https://doi.org/10.1007/s10648-014-9281-3
• National Research Council (1996). National science education standards. Washington DC: National Academy Press.
• Nosich, G. M. (2018). A Guide to Interdisciplinary Critical Thinking. (Trans. Birsel Aybek). Ankara: Anı Publishing.
• National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education: Understanding the status and improving the prospects. L. Katehi and M. Feder (Eds.). The National Academies.
• National Research Council [NRC](2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academic Press.
• Osborne, R. E., Kriese, P., Tobey, H. & Johnson, E. (2009). Putting it all together: Incorporating “SoTL practices” for teaching interpersonal and critical thinking skills in an online course. A Journal of Scholarly Teaching, 4, 45-52.
• Önal, İ. (2020). A Curriculum Development Study for Critical Thinking Skills. Unpublished Doctoral Thesis. Yıldız Technical University. Istanbul.
• Ozden, Y. (2011). Learning and teaching. Pegem Academy Publishing.
• Ormrod, J. E. (2018). Learning psychology. (Trans. Ed. Mustafa Baloğlu). Ankara: Nobel.
• Orhan, A. (2022). The relationship between critical thinking and academic achievement: A meta-analysis Study. Psycho-Educational Research Reviews, 11(1), 283–299. https://doi.org/10.52963/PERR_Biruni_V11.N1.18
• Organization for Economic Co-operation and Development (2018). The Future of Education and Skills 2030. Paris.
• O'Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom-a systematic literature review. Thinking Skills and Creativity, Article 101110. https://doi.org/10.1016/j.tsc.2022.101110
• Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
• Puig, B., Blanco-Anaya, P., Bargiela, I. M., & Crujeiras-Pérez, B. (2019). A systematic review on critical thinking intervention studies in higher education across professional fields. Studies in Higher Education, 44(5), 860-869. https://doi.org/10.1080/03075079.2019.1586333
• Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7, 1-15. https://doi.org/10. 1186/s40594-020-00208-5.
• Richardson, M., Abraham, C. & Bond, R. (2012). Psychological correlates of university students academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. https://doi.org/10.1037/a0026838
• Rowe, M. P., B. M. Gillespie, K. R. Harris, S. D. Koether, L. Y. Shannon, & L. A. Rose. (2015). Redesigning a general education science course to promote critical thinking, CBE Life Sciences Education, 14 (3), 1–12. https://doi.org/10.1187/cbe.15-02-0032.
• Solodikhina, M. V., & Solodikhina, A. A. (2019). Development of critical thinking of master’s degree students using STEM cases. The Education and science journal, 21(3), 125-153.
• Scriven, M., & Paul, R. (1992, November). Critical thinking defined. Handout given at Critical Thinking Conference, Atlanta, GA.
• Schafersman, S. (1995). An introduction to critical thinking. http://www.freeinquiry.com/critical-thinking.html.
• Schleicher, A. (2016), Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World, International Summit on the Teaching Profession, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264252059-en.
• Scriven, M., & Paul, R. (1987). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. Retrieved December 8, 2009 from the Foundation for Critical Thinking. http://www.criticalthinking.org/University/defining.html
• Sternberg, R. J. (1985). Teaching critical thinking, part 2: Possible solutions. The Phi Delta Kappan, 67(4), 277-280.
• Snyder, L., & Snyder, M. (2008). Teaching critical thinking and problem-solving skills. Delta Pi Epsilon Journal, 50(2), 90–99.
• Song, Y., X. Chen, T. Hao, Z. Liu, & Z, Lan. (2019). Exploring two decades of research on classroom dialogue by using bibliometric analysis. Computers & Education, 137, 12–31. https://doi.org/10.1016/j.compedu.2019.04.002.
• Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an ınquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117-138. https://doi.org/10.29333/iji.2021.1428a
• Thiengoi, L. C., de Avelarii, D. G. S., Oliveiraiii, S. K. N., & de Souza Santosiv, F. L. (2023). Freire's perspective on the training of natural science teachers: A literature review. https://doi.org/10.25053/redufor.v7.e8047
• Urdanivia Alarcon D.A., Talavera-Mendoza, F., Rucano Paucar, F.H., Cayani Caceres K.S., & Machaca Viza, R. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers Education, 8, 1170487. https://doi:10.3389/feduc.2023.1170487
• Van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111(2), 1053-1070. https://doi.org/10.1007/s11192-017-2300-7
• Voogt, J. M., Veltman, M. E., & Van Keulen, J. (2018). Critical thinking as a 21st-century skill: Promising approaches for educational practice. Pedagogische Studien, 95(5-6), 329-340.
• Yeşilyurt, E. (2021). Critical thinking and its teaching: A conceptual overview of all dimensions and elements. The Journal of International Social Research, 14 (77), 815–828.
• Zaidah, A., & W., Sunarno (2018). The effect of physics-based scientific learning on the improvement of the student's critical thinking skills. Journal of Physics Conference Series,1006: 012023.
• Zahrebniuk, Y., Veremiuk, L., Boichevska, I., & Ivanchuk, A. (2021, May). The program Philosophy for Children: Positive Experience of The USA. In Socıety. Integratıon. Educatıon. Proceedings of the International Scientific Conference, 2, 817-828.
• Zan, B.U. (2019). Evolution of research subjects based on direct citation, co-citation, and bibliographical coupling approaches. Social Sciences Researches Journal, 14(2), 501-516. http://dergipark.org.tr/en/pub/gopsbad/issue/51614/553033