Araştırma Makalesi
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Bibliometric Analysis of Academic Studies Regarding Inquiry-Based Teaching (2000- 2020)

Yıl 2021, Cilt: 18 Sayı: 40, 2408 - 24491, 01.08.2021

Tolga Saka , Tufan İnaltekin

https://doi.org/10.26466/opus.865502
Cited By: 2

Öz

This study aims to conduct a bibliometric analysis of academic studies in the last two decades on inquiry-based teaching (IBT) in the Web of Science (WoS) database. For this purpose, 264 ASDÖ studies indexed in the WoS database were examined in terms of their bibliometric properties and the network map was created using the VOSviewer program. ASDÖ studies were analyzed according to documents, sources, authors, institutions and countries in terms of citation, bibliographic matching, co-citation, co-authorship and coexistence structures. The results showed that "inquiry-based learn-ing", "motivation" and "science education" were the most used keywords. It has shown that the most cited study on ASDÖ is "Spronken-Smith and Walker (2010)", the most active journal is "Interna-tional Journal of Science Education", and the journal with the highest number of citations is "Studies in Higher Education". It was also seen that the studies were mostly published in the UK and USA. It has also been revealed that the studies have intensified in Turkey, Finland and Germany after 2013. It is thought that this study will serve as a guide for new researchers who will work on ASDÖ to identify trends in the field and to compare existing research on the subject.

Anahtar Kelimeler

Inquiry-based teaching bibliometric analysis VOSviewer

Kaynakça

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Araştırma-Sorgulamaya Dayalı Öğretime Yönelik Akademik Çalışmaların Bibliyometrik Analizi (2000-2020)

Yıl 2021, Cilt: 18 Sayı: 40, 2408 - 24491, 01.08.2021

Tolga Saka , Tufan İnaltekin

https://doi.org/10.26466/opus.865502
Cited By: 2

Öz

Bu çalışma, Web of Science (WoS) veri tabanında yer alan araştırma sorgulamaya dayalı öğretim (ASDÖ) yaklaşımına yönelik son yirmi yıldaki akademik çalışmaların bibliyometrik analizini yapmayı amaçla-maktadır. Bu amaçla WoS veri tabanında indekslenen 264 ASDÖ çalışması bibliyometrik özellikleri açısın-dan incelenmiş ve VOSviewer programı kullanılarak ağ haritası ortaya çıkarılmıştır. ASDÖ çalışmaları, atıf, bibliyografik eşleştirme, ortak atıf, ortak yazarlılık ve birlikte bulunma yapıları bakımından doküman-lar, kaynaklar, yazarlar, kurumlar ve ülkelere göre analiz edilmiştir. Sonuçlar, “inquiry based learning (sorgulamaya dayalı öğrenme)”, “motivation (motivasyon)” ve “science education (fen bilimleri eğitimi)” terimlerinin en çok kullanılan anahtar kelimeler olduğunu göstermiştir. ASDÖ’ye ilişkin en çok atıf alan çalışmanın “Spronken-Smith ve Walker (2010)”, en aktif kaynağın “International Journal of Science Education” ve atıf sayısı en yüksek kaynağın ise “Studies in Higher Education” olduğunu göstermiştir. Ayrıca çalışmaların çoğunlukla İngiltere ve ABD'de yayınlandığı da görülmüştür. Yine çalışmaların 2013 yılın-dan sonra Türkiye, Finlandiya ve Almanya’da yoğunluk kazandığı ortaya çıkmıştır. Bu çalışmanın, ASDÖ konusunda çalışacak yeni araştırmacılar için, alandaki eğilimleri belirlemek ve konuyla ilgili mevcut araştırmaları karşılaştırmak için bir rehber olacağı düşünülmektedir.

Anahtar Kelimeler

Araştırma-sorguma temelli öğretim bibliyometrik analiz VOSviewer

Kaynakça

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  • Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23(5), 517–534. Doi:10.1080/09500690121307
  • Martí-Parreño, J., Méndez-Ibáñez, E. and Alonso-Arroyo, A. (2016). The use of gamifcation in education: A bibliometric and text mining analysis. Journal of Computer Assisted Learning, 32(6), 663–676. Doi:10.1111/jcal.12161
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  • Minner, D. D., Levy, A. J. and Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. Doi:10.1002/tea.20347
  • Murphy, C., Kilfeather, P. and Murphy, C. (2007). An exploration of issues surrounding teaching the nature of science to pre-service primary school teachers. Irish Educational Studies, 26(1), 27–38.
  • Nam, J., Seung, E. and Go, M. (2013). The effect of a collaborative Mentoring program on beginning science teachers’ inquiry-based Teaching practice. International journal of science Education, 35(5), 815–836. Doi:10.1080/09500693.2011.584329
  • Ören Şaşmaz, F. ve Sarı, K., (2017). Fen eğitiminde yeni yönelimler: araştırmaya dayalı öğrenme konusunda yapılan lisansüstü tezlerin analizi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 333–364. Doi:10.17522/balikesirnef.373412
  • Özdilek, Z. and Bulunuz N. (2009). The effectiveness of a guided inquiry teaching methodology on pre service teachers’ science teaching self-efficacy beliefs. Journal of Turkish Science Education, 6(2), 24–42.
  • Pan, W., Jian, L. and Liu, T. (2019). Grey system theory trends from 1991 to 2018: A bibliometric analysis and visualization. Scientometrics, 121, 1407–1434. Doi:10.1007/s11192-019-03256-z.
  • Parrish, J. C. (2017). K-12 Teacher professional growth for nature of science and scientific inquiry: promoting reflection through exemplars. (Unpublished doctoral dissertation). Middle Tennessee State University, ABD.
  • Robertson, J., Pitt, L. and Ferreira, C. (2020). Entrepreneurial ecosystems and the public sector: A bibliographic analysis. Socio-economic Planning Sciences, 72, 1-15. Doi: 10.1016/j.seps.2020.100862
  • Rethinam, V. and Lynch, S. J. (2011). A multilevel analysis of a guided inquiry curriculum unit on motion and force for a diverse student population. Society for Research on Educational Effectiveness Conference, Washington.
  • Saka, T. (2018). 5. Sınıf Fizik Konularının Öğretimine Yönelik Rehberli Araştırma Sorgulamaya Dayalı Öğretmen Kılavuz Materyali Geliştirilmesi ve Değerlendirilmesi. (Yayınlanmamış doktora tezi). Lisansüstü Eğitim Enstitüsü, Trabzon üniversitesi.
  • Saka, T., Akcanca, N., Kala Aydın, N. ve Sungur Alhan, S. (2018). The Effects of the inquiry based teaching on prospective teachers’ planning and practice processes. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 180-204. Doi:10.17522/balikesirnef.437735
  • Sarı, U., and Güven, G. B. (2013). The effect of interactive whiteboard supported inquiry-based learning on achievement and motivation in physics and views of prospective teachers toward the instruction. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 7(2), 110–143. Doi:10.12973/nefmed204
  • Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T.-Y. and Lee, Y.-H. (2007). A meta analysis of national research: effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436–1460. Doi:10.1002/tea.20212
  • Shah, S. H. H., Lei, S., Ali, M., Doronin, D. and Hussain, S. T. (2019). Prosumption: Bibliometric analysis using HistCite and VOSviewer. Kybernetes, 49(3), 1020–1045. Doi:10.1108/K-12-2018-0696
  • Shih, J. L., Chuang, C. W. and Hwang, G.J. (2010). An inquiry- based mobile learning Approach to Enhancing social science learning effectiveness. Educational Technology and Society, 13(4), 50–62.
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  • Staer, H., Goodrum, D., and Hackling, M. (1998). High school laboratory work in Western Australia: Openness to inquiry. Research in Science Education, 28(2), 219–228.
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  • White, H. D. and McCain, K. W. (1998). Visualizing a discipline: An author co‐citation analysis of information science, 1972–1995. Journal of the American Society for Information Science, 49(4), 327–355.
  • Wilke R. R and Straits W. J. (2005). Practical Advice for teaching ınquiry-based science process skills in the biological sciences. The American Biology Teacher, 67(9), 534–540. Doi:10.2307/4451905
  • Wu, H. K. and Hsieh, C. E. (2006). Developing sixth graders’ inquiry skills to construct explanations in inquiry‐based learning environments. International Journal of Science Education, 28(11), 1289–1313. Doi:10.1080/09500690600621035
  • Yetisir, M. I. (2016). Guided inquiry-based physics teaching: An analysis of prospective teachers' academic achievements and views about the method. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 49(1), 159–182. Doi:10.1501/Egifak_0000001379
  • Yıldız, M. (2013). Öğretim ilke ve yöntemleri (4. Baskı). Ankara: Pegem Akademi Yayıncılık.
  • Yu, D. and Shi, S. (2015). Researching the development of Atanassov intuitionistic fuzzyset: Using a citation network analysis. Applied Soft Computing, 32, 189–198. Doi:10.1016/j.asoc.2015.03.027
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  • Zeng, R. and Chini, A. A. (2017). Review of research on embodied energy of buildings using bibliometric analysis. Energy Build, 155, 172–184. Doi:10.1016/j.enbuild.2017.09.025
Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Tolga Saka 0000-0002-0042-0836

Tufan İnaltekin 0000-0002-3843-7393

Yayımlanma Tarihi 1 Ağustos 2021
Kabul Tarihi 5 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 18 Sayı: 40

Kaynak Göster

APA Saka, T., & İnaltekin, T. (2021). Araştırma-Sorgulamaya Dayalı Öğretime Yönelik Akademik Çalışmaların Bibliyometrik Analizi (2000-2020). OPUS International Journal of Society Researches, 18(40), 2408-24491. https://doi.org/10.26466/opus.865502

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