Fen Eğitimi Bağlamında STEM Eğitimi Araştırmalarının Bibliyometrik Analizi

Öz

Bu araştırmanın amacı, 2015–2025 yılları arasında fen eğitimi bağlamında yayımlanan fen, teknoloji, mühendislik ve matematik (STEM) eğitimi çalışmalarının bilimsel üretim ve atıf örüntülerini, öne çıkan kaynak, yazar ve ülkeleri, uluslararası iş birliklerini ve tematik yapısını bibliyometrik olarak incelemektir. Araştırma, performans analizi ve bilim haritalama tekniklerini kapsayan bibliyometrik analiz yaklaşımıyla yürütülmüştür. Web of Science ve Scopus veri tabanlarından elde edilen kayıtların birleştirilmesi ve yinelenen kayıtların çıkarılması sonucunda 954 yayından oluşan veri seti analiz edilmiştir. Performans analizi kapsamında yıllık bilimsel üretim, yayın başına yıllık ortalama atıf değerleri, öne çıkan kaynaklar ve yazarlar ile ülkelerin bilimsel üretimi ve uluslararası iş birlikleri; bilim haritalama kapsamında ise anahtar kelime eş-oluşum ağı, tematik harita ve tematik evrim incelenmiştir. Bulgular, bilimsel üretimin incelenen dönemde genel olarak arttığını ve en yüksek yayın sayısına 2025 yılında ulaşıldığını, buna karşılık yayın başına yıllık ortalama atıf değerlerinin yıllar boyunca düzenli bir artış ya da azalış göstermediğini ortaya koymuştur. Education Sciences en fazla yayının yer aldığı kaynak, Roehrig GH ise en üretken yazar olarak belirlenmiştir. Sorumlu yazar ülkesine göre yayın sayısında Amerika Birleşik Devletleri’ni (ABD) Türkiye ve Çin izlemiş; yayın sayıları ile uluslararası ortak yayın oranlarının ülkeler arasında farklı örüntüler gösterdiği belirlenmiştir. Kavramsal yapı analizinde education, science, STEM, STEM education ve science education öne çıkan kavramlar arasında yer almış; tematik haritada education–STEM–science ve knowledge–inquiry–design kümeleri temel temalar bölgesinde konumlanmıştır. Tematik evrim analizi, bazı temel temaların dönemler arasında süreklilik gösterdiğini, design ve equity gibi araştırma odaklarının ise farklı dönemlerde belirginleştiğini ortaya koymuştur. Sonuçlar, incelenen yayın kümesinde yıllık yayın sayısının genel olarak arttığını ve dönemler arasında süreklilik gösteren temaların yanında farklılaşan araştırma odaklarının da bulunduğunu göstermektedir.

Anahtar Kelimeler

• STEM eğitimi
• fen eğitimi
• bibliyometrik analiz
• bilim haritalama

Destekleyen Kurum

Bu çalışma, herhangi bir destek almamıştır.

Etik Beyan

Etik kurul izni gerekmemektedir.

Scientific and Conceptual Development of STEM Education in the Context of Science Education: A Bibliometric Analysis

Öz

This study aims to bibliometrically examine the scientific production and citation patterns, leading sources, authors, and countries, international collaborations, and thematic structure of science, technology, engineering, and mathematics (STEM) education research published in the context of science education between 2015 and 2025. The study employed a bibliometric approach comprising performance analysis and science mapping techniques. After merging records retrieved from the Web of Science and Scopus databases and removing duplicates, a dataset comprising 954 publications was analyzed. Performance analysis examined annual scientific production, average annual citations per publication, leading sources and authors, country-level scientific production, and international collaborations, while science mapping included keyword co-occurrence network, thematic map, and thematic evolution analyses. The findings revealed an overall increase in annual publication counts during the period examined, with the highest number of publications recorded in 2025, whereas average annual citations per publication did not exhibit a consistent upward or downward trend across publication years. Education Sciences was identified as the source with the most publications, while Roehrig GH was the most productive author. Based on corresponding authors’ countries, the United States ranked first in publication count, followed by Türkiye and China; publication counts and international co-authorship rates displayed different patterns across countries. The conceptual structure analysis identified education, science, STEM, STEM education, and science education among the prominent concepts. In the thematic map, the education–STEM–science and knowledge–inquiry–design clusters were positioned in the basic themes quadrant. The thematic evolution analysis revealed that certain themes persisted across periods, while research foci such as design and equity became prominent in different periods. Overall, the findings indicate that annual publication counts generally increased within the analyzed dataset and that research foci varied across periods alongside themes that persisted over time. Keywords: STEM education, science education, analysis, science mapping.

Anahtar Kelimeler

• STEM education
• science education
• bibliometric analysis
• science mapping.

Destekleyen Kurum

This work has not received any funding or support.

Etik Beyan

Not applicable.

Kaynakça

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