Bibliometric analysis on argumentation research in chemistry education

Abstract

This study is a pioneer bibliometric study about investigating the argumentation studies related to chemistry topics. While bibliometric analysis exists to some extent for analyzing argumentation in education, further research focusing on argumentation in chemistry topics is needed to close the gap in an educational context. The Scopus database was selected to trace the articles published in journals between the years 2006 to 2024. Following the eligibility process, the study was conducted with 94 articles. To reveal the publications and citation trends, performance analysis was conducted. Bibliographic mapping was utilized to understand the conceptual, intellectual, and social structures of the data. In addition to demonstrating the most prolific articles, journals, authors, and countries, the reasons behind their success were investigated. Thus, the current study could help the researchers to determine the research trends. They will also gain valuable insight into which journals should be chosen to publish or which countries are more appropriate to apply for collaborations for projects like Erasmus+. Finally, the results reveal that argumentation studies have great potential in chemistry education.