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Kimya Eğitiminde Sorgulamaya Dayalı Öğrenmenin Bibliyometrik Analizi

Yıl 2024, Cilt: 53 Sayı: 243, 1357 - 1386, 01.08.2024
https://doi.org/10.37669/milliegitim.1242967

Öz

Bu çalışmada kimya eğitiminde sorgulamaya dayalı öğrenme yönteminin kullanımına ilişkin bibliyometrik analiz yöntemi kullanılarak araştırma alanının yapısını ve gelişimini ortaya çıkarmak amaçlanmıştır. Bu amaç kapsamında Web of Science (WoS) veri tabanında 15 Kasım 2022 tarihine kadar kimya eğitiminde sorgulamaya dayalı öğrenme yönteminin kullanımı ile ilgili yayınlanmış 875 makale, performans analizi ve bilim haritalama kullanılarak analiz edilmiştir. Betimsel analiz sonucunda; en çok çalışma yapan yazarın Ellen J Yezierski olduğu ortaya çıkarılmıştır. Bilim haritalama bulgularına göre; en etkili dokümanın Abd-El-Khalick vd. (2004), en etkili kaynağın ‘Journal of Chemical Education’ ve en etkili ülkenin ABD olduğu belirlenmiştir. En etkili ilk üç yazarın Joseph S. Krajcik, Ronald W. Marx ve Fouad Abd-El-Khalick olduğu tespit edilmiştir. Birlikte en fazla atıf alan yazarlar; National Research Council (NRC), Avi Hofstein ve Barbara A. Crawford iken; birlikte en fazla atıf alan referanslar ise NRC (1996), Hofstein ve Lunetta (2004) ve NRC (2000) şeklindedir. Ayrıca en fazla kullanılan anahtar kelimenin; ‘inquiry based/discovery learning’ olduğu belirlenmiştir. Bu çalışmanın hem literatüre katkı sağlanması hem de bu alanda yeni olan araştırmacılara yol gösterici olması beklenmektedir.

Kaynakça

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Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Sezgi Ayna 0000-0002-5812-5944

Şenol Şen 0000-0003-3831-3953

Yayımlanma Tarihi 1 Ağustos 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 53 Sayı: 243

Kaynak Göster

APA Ayna, S., & Şen, Ş. (2024). Kimya Eğitiminde Sorgulamaya Dayalı Öğrenmenin Bibliyometrik Analizi. Milli Eğitim Dergisi, 53(243), 1357-1386. https://doi.org/10.37669/milliegitim.1242967

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