SavedAdd your journal

Journals / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi / 2026 / Cilt: 5 Sayı: Özel Sayı Özel Sayı

A Different Perspective on Scientific Publications on Teacher Education in Mathematics and Science Education: Bibliometric Mapping

Matematik ve Fen Eğitiminde Öğretmen Eğitimi Konulu Bilimsel Yayınlara Farklı Bir Bakış: Bibliyometrik Haritalama

Berna Yıldızhan(NECMETTİN ERBAKAN ÜNİVERSİTESİ)0000-0001-7233-9992
Ayşe Ceren Atmaca Aksoy(NECMETTİN ERBAKAN ÜNİVERSİTESİ)0000-0002-4908-7157
Pages
467–496
Publication Date
2023-10-29
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

With this study, the research trend of the related subject area has been revealed and it is thought that this information will guide the researchers who are interested in the field.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Mathematics and science are two disciplines that play a key role in the positive change, development and prosperity of a society in every field.
📊
Key Findings & Data:According to the analysis, the first article in the relevant subject area was published in 1985.
💡
Conclusion & Impact:With this study, the research trend of the related subject area has been revealed and it is thought that this information will guide the researchers who are interested in the field.
🔬Design:Araştırma Makalesi
📍Scope:2021 Verileri
⚙️Variables:Bibliyometrik Analiz · Fen Eğitimi · Matematik Eğitimi

Abstract

Mathematics and science are two disciplines that play a key role in the positive change, development and prosperity of a society in every field. Science and mathematics are the foundation of science and technology. In this context, in order to be a developed and sustainable society, the individuals who make up the society should have sufficient knowledge in the fields of mathematics and science and attach importance to these fields. In this scope, teachers assume great responsibility. The aim of this study is to reveal the bibliometric characteristics of scientific publications on teacher education in mathematics and science education and to present them to the literature. For this purpose, bibliometric analysis method was preferred in the study. In the context of this objective, Web of Science was used as the database and VosViewer was used as the analysis program. According to the analysis, the first article in the relevant subject area was published in 1985. The year in which the most publications were published in the relevant subject area is 2021. According to the research results, the country with the highest number of publications in the relevant subject area is the USA, the researcher author with the highest number of publications is Hourigan, M., and the authors with the highest number of citations are Allan Paivio (733) and James M. Clark (733). With this study, the research trend of the related subject area has been revealed and it is thought that this information will guide the researchers who are interested in the field.

Özet

Matematik ve fen bilimleri bir toplumun her alanda pozitif değişim ve gelişimi, refah seviyesine ulaşması için kilit rol oynayan iki bilim dalıdır. Fen ve matematik bilimleri bilim ve teknolojinin temelidir, kendisidir. Bu bağlamda gelişmiş ve sürdürülebilir bir toplum olabilmek için toplumu oluşturan bireylerin matematik ve fen bilimleri alanlarına hakim olmaları ve bu alanlara önem vermeleri gerekmektedir. Bu kapsamda öğretmenler büyük sorumluluk üstlenmektedir. Bu bağlamda bu araştırmanın amacı matematik ve fen eğitiminde öğretmen eğitimi konu alanlı bilimsel yayınların bibliyometrik özelliklerinin ortaya çıkarılması ve literatüre sunulmasıdır. Araştırmada matematik ve fen öğretiminde öğretmen eğitimi konu alanlı bilimsel yayınların araştırma eğiliminin ortaya çıkarılması hedeflenmiştir. Bu amaç doğrultusunda çalışmada bibliyometrik analiz yöntemi tercih edilmiştir. Bu hedef bağlamında araştırmada veri tabanı olarak Web of Science, analiz programı olarak VosViewer kullanılmıştır. Yapılan analizlere göre ilgili konu alanlı ilk makale 1985 yılında yayımlanmıştır. İlgili konu alanında en çok yayın yayınlanan yıl ise 2021 yılıdır. Araştırma sonuçlarına göre ilgili konu alanında en çok yayın yapan ülke ABD, en çok yayına sahip araştırmacı yazar Hourigan, M., en çok atıf alan yazarlar ise Allan Paivio (733) ve James M. Clark (733) isimli yazarlardır. Bu çalışma ile ilgili konu alanının araştırma eğilimi ortaya çıkarılmış olup bu bilgilerin alana ilgi duyan araştırmacılara yol göstereceği düşünülmektedir.

🔖

Cite This Article

Yıldızhan, B., Aksoy, A. C. A. (2023). A Different Perspective on Scientific Publications on Teacher Education in Mathematics and Science Education: Bibliometric Mapping. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, Cilt: 5 Sayı: Özel Sayı Özel Sayı, 467–496. https://ajindex.com/articles/1532154

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (51)

  1. Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(1), 77-93. https://doi.org/10.1007/s10972-008-9115-6
  2. Aksoy, E., & Gözütok, D. (2014). Amerika birleşik devletleri, finlandiya, singapur ve türkiye’de öğretmen eğitimindeki dönüşümler. Journal of Educational Sciences & Practices, 13(25), 23-46.
  3. Altan, M. Z., & Özmusul, M. (2022). Geleceğin Türkiye’sinde öğretmen refahı: Öğretmenlik meslek kanununun kayıp parçası. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(1), 24-42. https://doi.org/10.38151/akef.2022.2
  4. Ananin, D., & Lovakov, A. (2022). Teacher education research in the global dimension: Bibliometric perspective. Teaching and Teacher Education, 118, 1-13. https://doi.org/10.1016/j.tate.2022.103801
  5. Avcı, Ü., & CANDAN, Ö. Öğretmenlerin Bilgi Teknolojileri Okuryazarlık Düzeylerine Göre Endüstri 4.0 Farkındalıklarının İncelenmesi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(1), 160-178. https://doi.org/10.51119/ereegf.2023.35
  6. Azar, A. (2011). Türkiye'deki Öğretmen Eğitimi Üzerine Bir Söylem: Nitelik mi, Nicelik mi?. Yükseköğretim ve Bilim Dergisi, (1), 36-38. https://doi.org/10.5961/jhes.2011.004
  7. Barrow, L. H. (1985). Elementary science education library resources in graduate and undergraduate teacher education programs of new England. Journal of Research in Science Teaching, 22(6), 477-483. https://doi.org/10.1002/tea.3660220602
  8. Carlone, H. B., Scott, C. M., & Lowder, C. (2014). Becoming (less) scientific: A longitudinal study of students' identity work from elementary to middle school science. Journal of Research in Science Teaching, 51(7), 836-869. https://doi.org/10.1002/tea.21150
  9. Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210. https://doi.org/10.1007/BF01320076
  10. Cretu, D. M., & Morandau, F. (2020). Initial teacher education for inclusive education: A bibliometric analysis of educational research. Sustainability, 12(12), 1-27. https://doi.org/10.3390/su12124923
  11. Gavinolla, M. R., Livina, A., & Swain, S. K. (2022). State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysis. Journal of Teacher Education for Sustainability, 24(2), 147-165. https://doi.org/10.2478/jtes-2022-0022
  12. Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
  13. Harvey, M. W., Yssel, N., Bauserman, A. D., & Merbler, J. B. (2010). Preservice teacher preparation for inclusion: An exploration of higher education teacher-training institutions. Remedial and Special Education, 31(1), 24-33. https://doi.org/10.1177/074193250832439
  14. Hawkins, D. T. (2001). Bibliometrics of electronic journals in information science. Information Research, 7(1), 7-1.
  15. Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670. https://doi.org/10.1080/09500690305021
  16. Keys, C. W., & Bryan, L. A. (2001). Co‐constructing inquiry‐based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 38(6), 631-645. https://doi.org/10.1002/tea.1023
  17. Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285
  18. Lampert, M. (1988). What can research on teacher education tell us about improving quality in mathematics education?. Teaching and Teacher Education, 4(2), 157-170. https://doi.org/10.1016/0742-051X(88)90015-7
  19. Leu, E. (2004). The patterns and purposes of school-based and cluster teacher professional development programs (EQUIP1 Working Paper No. 2). Washington, DC: US Agency for international development.
  20. Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers' attention to student thinking. Journal of Teacher Education, 60(2), 142-154. https://doi.org/10.1177/0022487108330245
  21. Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24. https://doi.org/10.1080/03054985.2011.577938
  22. Madkins, T. C., & de Royston, M. M. (2019). Illuminating political clarity in culturally relevant science instruction. Science Education, 103(6), 1319-1346. https://doi.org/10.1002/sce.21542
  23. Morgil, F. İ., & Yilmaz, A. (1999). Fen öğretmeninin görevleri ve nitelikleri, fen öğretmeni yetiştirilmesine yönelik öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(15).
  24. Naumescu, A. K. (2008). Science Teacher Competencies in a Knowledged Based Society. Acta Didactica Napocensia, 1(1), 25-31.
  25. Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1
  26. Özçınar, H. (2015). Mapping teacher education domain: A document co-citation analysis from 1992 to 2012. Teaching and Teacher Education, 47, 42-61. https://doi.org/10.1016/j.tate.2014.12.006
  27. Parsons, E. C., & Carlone, H. B. (2013). Culture and science education in the 21st century: Extending and making the cultural box more inclusive. Journal of research in science teaching, 50(1), 1-11. http://dx.doi.org/10.1002/tea.21068
  28. Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348-349. https://doi.org/10.18919/jkg.53.1_34
  29. Reddy, V. (2005). State of mathematics and science education: Schools are not equal: conversations. Perspectives in Education, 23(1), 125-138.
  30. Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26. https://doi.org/10.2307/41319547
  31. Reyna, V. F., & Brainerd, C. J. (2007). The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making. Learning and individual differences, 17(2), 147-159. https://doi.org/10.1016/j.lindif.2007.03.010
  32. Schwarz, C. (2009). Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry. Science Education, 93(4), 720-744. https://doi.org/10.1002/sce.20324
  33. Sengupta, I. N. (1992). Bibliometrics, informetrics, scientometrics and librametrics: An overview. Libri, 42(2), 75-98. https://doi.org/10.1515/libr.1992.42.2.75
  34. Sırmacı, N. & Konyalıoğlu, A.C. (2021). İlköğretim matematik öğretmeni adaylarının öğretim sürecine yönelik özyeterlik inançları. Ereğli Eğitim Fakültesi Dergisi,3 (2), 144-155.
  35. Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D.,. & Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(8), 930-954. https://doi.org/10.1002/(SICI)1098-2736(199910)36:8%3C930::AID-TEA3%3E3.0.CO;2-N
  36. Sinkovics, N. (2016). Enhancing the foundations for theorising through bibliometric mapping. International Marketing Review, 33(3), 327-350. https://doi.org/10.1108/IMR-10-2014-0341
  37. Smith, C., & Watson, J. (2016). STEM education and education for sustainability (EFS): Finding common ground for a flourishing future. Australian Association for Research in Education, Melbourne. https://www. aare. edu. au/data/2016_Conference/Full_papers/547_Caroline_Smith. pdf.
  38. Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107-125. https://doi.org/10.1007/s10857-007-9063-7
  39. Stehr, N. (2012). Knowledge societies. The Wiley‐Blackwell encyclopedia of globalization. https://doi.org/10.1002/9780470670590.wbeog342
  40. Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15, 67-82. https://doi.org/10.1007/s10857-011-9196-6
  41. Türk, E. F., & Korkmaz, Ö. (2023). Eğitsel Robot Setleri ile Gerçekleştirilen STEM Etkinliklerinin Etkililiği: Deneysel Bir çalışma. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 5(1), 92-118. https://doi.org/10.38151/akef.2023.46
  42. Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press.
  43. Vieira, R. M., Tenreiro-Vieira, C., & Martins, I. P. (2011). Critical thinking: Conceptual clarification and its importance in science education. Science education international, 22(1), 43-54.
  44. Van Eck, N. J., & Waltman, L. (2009). How to normalize cooccurrence data? An analysis of some well‐known similarity measures. Journal of the American Society for Information Science and Technology, 60(8), 1635-1651. https://doi.org/110.1002/asi.21075
  45. Van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111, 1053-1070. https://doi.org/10.1007/s11192-017-2300-7
  46. Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?. Science education, 87(1), 112-143. https://doi.org/10.1002/sce.10044
  47. Yıldırım, A. (2013). Öğretmen eğitimi araştırmaları: Yönelimler, sorunlar ve öncelikli araştırma alanları. Eğitim ve Bilim, 38(169).
  48. Yilmaz, E., & Jafarova, G. (2022). Öğretmen liderliği ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 328-346. https://doi.org/10.38151/akef.2022.21
  49. Yingqiang, Z., & Yongjian, S. (2016). Quality assurance in higher education: Reflection, criticism, and change. Chinese Education & Society, 49(1-2), 7-19. https://doi.org/10.1080/10611932.2016.1192382
  50. Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy—empowering research and informing instruction. International Journal of Science Education, 28(2-3), 291-314. https://doi.org/10.1080/09500690500336973
  51. Simmons, P. E., Emory, A., Carter, T., Coker, T., Finnegan, B., Crockett, D.,. & Labuda, K. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(8), 930-954. https://doi.org/10.1002/(SICI)1098-2736(199910)36:8%3C930::AID-TEA3%3E3.0.CO;2-N