Bibliometric Analysis of Studies Based on Context-Based Learning Method in Science Teaching

Yıl 2023, , 683 - 695, 25.12.2023

Sabri Kan , Ahmet Kumaş

https://doi.org/10.17556/erziefd.1335286

Öz

Although the studies on Context-Based Learning (CBL) within the scope of science are increasingly blooming in recent years, original studies offering new perspectives still remain limited in numbers. This shows that in order to increase the quality of studies on CBL in science, physics, chemistry, and biology teaching, there is a need for more inclusive studies and to ensure these new studies are original in their content. The aim of this study is to emphasize the need for CBL in high school science teaching by making a bibliometric review of the literature on CBL within the scope of science on the Web of Science (WOS). Performing a search in WOS by limiting "Science education and education research" with the title filter and "Context-based" keyword, a total of 545 studies were found. These studies were visualized using the VOSviewer 1.6.18 program. In this study descriptive statistical analysis, citation analysis, co-occurrence analysis, co-citation analysis, co-authorship analysis, and bibliographic matching analysis methods were used. The findings show that CBL is recorded in six main research areas: "Context-Based Learning", "Context-based approach", "Context-based problems", "Chemistry teaching", "Context-based responsibilities" and "Professional development of teachers". Although there have been intensive studies on CBL in the last 7 years, more qualified studies are needed within the scope of science education. There is a need for qualified studies on CBL for teachers to improve their teaching techniques and to overcome the gap in studies that facilitate students' learning.

Anahtar Kelimeler

Context-based learning, bibliometric analysis, science teaching, visualization

Fen Öğretiminde Bağlam Temelli Öğrenme Yöntemine Dayalı Çalışmaların Bibliyometrik Analizi

Öz

Son yıllarda fen bilimleri kapsamında Bağlam Temelli Öğrenme (BTÖ) ile ilgili çalışmalar artış gösterse de yeni bakış açıları sunan özgün çalışmaların yeterli düzeyde olmadığı vurgulanmaktadır. Bu durum fen bilimleri, fizik, kimya ve biyoloji öğretiminde BTÖ'ye yönelik çalışmaların niteliğini artırmak için daha kapsayıcı çalışmalara ve bu yeni çalışmaların içerik olarak özgün olmasını sağlamaya ihtiyaç olduğunu göstermektedir. Bu çalışmanın amacı, Web of Science'ta (WOS) fen bilimler öğretimi kapsamında BTÖ ile ilgili literatürün bibliyometrik bir incelemesini yaparak lise fen öğretiminde BTÖ'de araştırma boşluğunu ortaya koymaktır. WOS'ta "Fen Bilimleri Eğitimi ve Eğitim Araştırmaları" başlık filtresi ve "Bağlam Tabanlı" anahtar kelimesi ile sınırlandırılarak arama yapıldığında toplam 545 çalışma ortaya çıkmıştır. Bu çalışmalar VOSviewer 1.6.18 programı kullanılarak analiz edilip görselleştirilmiştir. Bu çalışmada betimsel istatistiksel analiz, atıf analizi, birlikte oluşum analizi, ortak atıf analizi, ortak yazarlık analizi ve bibliyografik eşleştirme analizi yöntemleri kullanılmıştır. Elde edilen bulgulara göre BTÖ'nün altı alt başlıkta sınıflandırıldığını göstermektedir: Bunlar, "Bağlam Temelli Öğrenme", "Bağlam Temelli Yaklaşım", "Bağlam Temelli Problemler", "Kimya Öğretimi", "Bağlam Temelli Sorumluluklar" ve "Profesyonel Öğretim Uygulamaları" olarak ortaya çıkmaktadır. Son yedi yılda BTÖ konusunda yoğun çalışmalar yapılmasına rağmen fen bilimleri eğitimi kapsamında öğretmen ve öğrencilerin güncel ihtiyaçlarının belirlenip bu ihtiyaçlar doğrultusunda oluşan araştırma boşluğuna yönelik nitelikli çalışmalara ihtiyaç duyulmaktadır.

Anahtar Kelimeler

Bağlama temelli öğrenme, bibliyometrik analiz, fen öğretimi, görselleştirme

Teşekkür

Özverili çalışmalar ile süreci değerlendiren editör ekibine araştırmacılar olarak yürekten teşekkür ederiz.

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