Research Article
BibTex RIS Cite

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

Year 2023, Volume: 5 Issue: Özel Sayı, 467 - 496, 29.10.2023

Berna Yıldızhan Ayşe Ceren Atmaca Aksoy

Abstract

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.

Keywords

Bibliyometrik Analiz Fen Eğitimi Matematik Eğitimi Öğretmen Eğitimi

References

  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210. https://doi.org/10.1007/BF01320076
  • 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
  • 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
  • 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
  • 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
  • Hawkins, D. T. (2001). Bibliometrics of electronic journals in information science. Information Research, 7(1), 7-1.
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • Morgil, F. İ., & Yilmaz, A. (1999). Fen öğretmeninin görevleri ve nitelikleri, fen öğretmeni yetiştirilmesine yönelik öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(15).
  • Naumescu, A. K. (2008). Science Teacher Competencies in a Knowledged Based Society. Acta Didactica Napocensia, 1(1), 25-31.
  • 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
  • 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
  • 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
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348-349. https://doi.org/10.18919/jkg.53.1_34
  • Reddy, V. (2005). State of mathematics and science education: Schools are not equal: conversations. Perspectives in Education, 23(1), 125-138.
  • Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26. https://doi.org/10.2307/41319547
  • 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
  • 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
  • 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
  • Sırmacı, N. & Konyalıoğlu, A.C. (2021). İlköğretim matematik öğretmeni adaylarının öğretim sürecine yönelik özyeterlik inançları. Ereğli Eğitim Fakültesi Dergisi,3 (2), 144-155.
  • 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
  • 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
  • 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.
  • 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
  • Stehr, N. (2012). Knowledge societies. The Wiley‐Blackwell encyclopedia of globalization. https://doi.org/10.1002/9780470670590.wbeog342
  • 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
  • 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
  • Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press.
  • 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.
  • 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
  • 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
  • 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
  • Yıldırım, A. (2013). Öğretmen eğitimi araştırmaları: Yönelimler, sorunlar ve öncelikli araştırma alanları. Eğitim ve Bilim, 38(169).
  • 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
  • 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
  • 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

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

Year 2023, Volume: 5 Issue: Özel Sayı, 467 - 496, 29.10.2023

Berna Yıldızhan Ayşe Ceren Atmaca Aksoy

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.

Keywords

Bibliometric Analysis Mathematics Education Science Education Teacher Education

References

  • 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
  • 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.
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3, 149-210. https://doi.org/10.1007/BF01320076
  • 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
  • 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
  • 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
  • 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
  • Hawkins, D. T. (2001). Bibliometrics of electronic journals in information science. Information Research, 7(1), 7-1.
  • 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
  • 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
  • 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
  • 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
  • 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.
  • 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
  • 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
  • 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
  • Morgil, F. İ., & Yilmaz, A. (1999). Fen öğretmeninin görevleri ve nitelikleri, fen öğretmeni yetiştirilmesine yönelik öneriler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15(15).
  • Naumescu, A. K. (2008). Science Teacher Competencies in a Knowledged Based Society. Acta Didactica Napocensia, 1(1), 25-31.
  • 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
  • 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
  • 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
  • Pritchard, A. (1969). Statistical bibliography or bibliometrics. Journal of Documentation, 25(4), 348-349. https://doi.org/10.18919/jkg.53.1_34
  • Reddy, V. (2005). State of mathematics and science education: Schools are not equal: conversations. Perspectives in Education, 23(1), 125-138.
  • Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26. https://doi.org/10.2307/41319547
  • 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
  • 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
  • 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
  • Sırmacı, N. & Konyalıoğlu, A.C. (2021). İlköğretim matematik öğretmeni adaylarının öğretim sürecine yönelik özyeterlik inançları. Ereğli Eğitim Fakültesi Dergisi,3 (2), 144-155.
  • 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
  • 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
  • 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.
  • 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
  • Stehr, N. (2012). Knowledge societies. The Wiley‐Blackwell encyclopedia of globalization. https://doi.org/10.1002/9780470670590.wbeog342
  • 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
  • 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
  • Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press.
  • 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.
  • 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
  • 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
  • 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
  • Yıldırım, A. (2013). Öğretmen eğitimi araştırmaları: Yönelimler, sorunlar ve öncelikli araştırma alanları. Eğitim ve Bilim, 38(169).
  • 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
  • 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
  • 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
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education (Other)
Journal Section Articles
Authors

Berna Yıldızhan 0000-0001-7233-9992

Ayşe Ceren Atmaca Aksoy 0000-0002-4908-7157

Early Pub Date October 27, 2023
Publication Date October 29, 2023
Submission Date July 31, 2023
Acceptance Date October 12, 2023
Published in Issue Year 2023 Volume: 5 Issue: Özel Sayı

Cite

APA Yıldızhan, B., & Atmaca Aksoy, A. C. (2023). Matematik ve Fen Eğitiminde Öğretmen Eğitimi Konulu Bilimsel Yayınlara Farklı Bir Bakış: Bibliyometrik Haritalama. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(Özel Sayı), 467-496.
 Download Cover Image

17775

Bu eser Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License.