Research trends and emerging areas of interest from 2004 to 2024 in science education.
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| Title: | Research trends and emerging areas of interest from 2004 to 2024 in science education. |
|---|---|
| Authors: | Budak, Ulku Seher1 ulku.budak@std.bogazici.edu.tr, Yerdelen Damar, Sevda1 |
| Source: | Journal of Turkish Science Education (TUSED). Dec2025, Vol. 22 Issue 4, p625-654. 30p. |
| Subject Terms: | *Science education, *STEM education, *COVID-19 pandemic, *Bibliometrics, Citation networks, Scientific method, Forecasting |
| Geographic Terms: | United States |
| Abstract: | The purpose of this study was to examine the research papers published in 6 SSCI (Social Sciences Citation Index) Q1 (quartile 1) category journals in the field of science education between 2004-2024 years with regard to the most influential publications, prevailing themes, emerging areas of interest, existing and future relationships between topics, social interactions among authors and their affiliations. In this study, the bibliometric analysis was used for a more rigorous and evolution of the field of large amounts of scientific data. Performance analysis and science mapping analysis were performed using the VOSviewer programme. Publication-related metrics, citation-related metrics, and citation and publication-related metrics were documented for the performance analysis. For the science mapping analysis, citation analysis, co-authorship analysis, co-word analysis, and bibliographic coupling analysis were performed. While there was a sharp decline in the number of science education studies published in 2019, science education studies generally show an increasing trend. Science education studies originate mainly from the USA, Australia and England. Prevailing themes were identified: STEM education, chemistry education, scientific inquiry, teacher education, conceptual change, argumentation, and socio-scientific issues. It was found that the research interest of science researchers has changed from COVID-19 to the present (2019 to 2024). Systems thinking, equity, gender, science identity, engineering education, computational thinking, online education, and systematic reviews were identified as emerging areas of interest. This study provides important implications for multiple stakeholders, including science researchers, curriculum developers, science educators, and education policymakers. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190580085 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Research trends and emerging areas of interest from 2004 to 2024 in science education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Budak%2C+Ulku+Seher%22">Budak, Ulku Seher</searchLink><relatesTo>1</relatesTo><i> ulku.budak@std.bogazici.edu.tr</i><br /><searchLink fieldCode="AR" term="%22Yerdelen+Damar%2C+Sevda%22">Yerdelen Damar, Sevda</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Turkish+Science+Education+%28TUSED%29%22">Journal of Turkish Science Education (TUSED)</searchLink>. Dec2025, Vol. 22 Issue 4, p625-654. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Citation+networks%22">Citation networks</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+method%22">Scientific method</searchLink><br /><searchLink fieldCode="DE" term="%22Forecasting%22">Forecasting</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to examine the research papers published in 6 SSCI (Social Sciences Citation Index) Q1 (quartile 1) category journals in the field of science education between 2004-2024 years with regard to the most influential publications, prevailing themes, emerging areas of interest, existing and future relationships between topics, social interactions among authors and their affiliations. In this study, the bibliometric analysis was used for a more rigorous and evolution of the field of large amounts of scientific data. Performance analysis and science mapping analysis were performed using the VOSviewer programme. Publication-related metrics, citation-related metrics, and citation and publication-related metrics were documented for the performance analysis. For the science mapping analysis, citation analysis, co-authorship analysis, co-word analysis, and bibliographic coupling analysis were performed. While there was a sharp decline in the number of science education studies published in 2019, science education studies generally show an increasing trend. Science education studies originate mainly from the USA, Australia and England. Prevailing themes were identified: STEM education, chemistry education, scientific inquiry, teacher education, conceptual change, argumentation, and socio-scientific issues. It was found that the research interest of science researchers has changed from COVID-19 to the present (2019 to 2024). Systems thinking, equity, gender, science identity, engineering education, computational thinking, online education, and systematic reviews were identified as emerging areas of interest. This study provides important implications for multiple stakeholders, including science researchers, curriculum developers, science educators, and education policymakers. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190580085 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.36681/tused.2025.032 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 625 Subjects: – SubjectFull: Science education Type: general – SubjectFull: STEM education Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Bibliometrics Type: general – SubjectFull: Citation networks Type: general – SubjectFull: Scientific method Type: general – SubjectFull: Forecasting Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Research trends and emerging areas of interest from 2004 to 2024 in science education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Budak, Ulku Seher – PersonEntity: Name: NameFull: Yerdelen Damar, Sevda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13046020 Numbering: – Type: volume Value: 22 – Type: issue Value: 4 Titles: – TitleFull: Journal of Turkish Science Education (TUSED) Type: main |
| ResultId | 1 |
