Examining the relationship between TPACK and STEAM through a bibliometric study

Karampelas, Konstantinos

doi:10.30935/scimath/12981

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…In recent years, TPACK has emerged as a focal point in research on technology education and teacher professional development across various disciplines [8,[39][40][41][42]. In the area of STEM education, numerous studies targeting both prospective and in-service teachers have been anchored in the TPACK framework [28,[43][44][45][46][47][48][49][50][51]. These studies demonstrate the efficacy of TPACK as a research framework for promoting and evaluating teachers' professional development in the use of ICT in STEM education.…”

Section: Literature Reviewmentioning

confidence: 99%

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

Meletiou-Mavrotheris,

Paparistodemou

2024

Education Sciences

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This article is a self-narrative of our 18-year research into the technological pedagogical content knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how we conceptualized and enacted the TPACK framework across three distinct phases of our research trajectory. In the first phase, our efforts focused on offering afternoon seminars and workshops on using educational software. Mathematics teachers attended the seminars and workshops voluntarily. In the second phase, we concentrated on designing programs guided by the principles of adult education, which emphasize the importance of learner autonomy and relevance, and socio-constructivist views of teacher professional growth, which stress the role of collaboration and reflection in learning. In the final phase, we adopted a systemic, school-based approach to investigating and expanding TPACK for mathematics and other STEM/STEAM teachers. At the end of each phase’s description, we delve into the profound lessons learned and how these led to a paradigm shift, expanding our perspective on TPACK as practitioners and researchers. Finally, we present a set of recommendations for future research and practice aimed at facilitating the sustainability of STEM/STEAM teacher professional learning initiatives.

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Section: Literature Reviewmentioning

confidence: 99%

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

Meletiou-Mavrotheris,

Paparistodemou

2024

Education Sciences

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“…The bibliometric analysis programs provide researchers with much information about co-authorship, co-citations, bibliographic matching, and concept association analysis based on network, bibliographic, and textual data from studies in a particular topic or field. These programs allow researchers to map through measurements and analyses such as author, institution, country, document, the key concept, abstract, and resources (Karampelas, 2023;Phuong et al, 2023;Wang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

A bibliometric overview of science communication research in STEM education

Ishmuradova

Svintsova

Kondakchian³

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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Science communication has recently gained importance in many countries worldwide. This study conducted a bibliometric analysis to evaluate the scientific output of science communication in STEM education in the SCOPUS database for 2000-2022. For this purpose, the published studies on science communication were analyzed bibliometrically, and the trend of the last 22 years was shown. The database SCOPUS was used for data collection. The studies were analyzed under the following subheadings: Number of publications per year, type of publications, the language of publications, citation analysis, country collaborations, common citation networks, and conceptual trends. The results showed that the number of articles increased between 2019 and 2022. The United States and the United Kingdom had the most publications. The results also showed that the countries with the most collaboration in co-authored studies were Germany, the United States, Finland, Australia, and the Netherlands. Most published authors were mainly from the United States and Australia. The results of peer-reviewed journals demonstrated that the highest bibliographic link strengths included the International Journal of Science Education-Part B, Journal of Research in Science Teaching, Science Communication, Public Understanding of Science, and Journal of Science Communication. In addition, the most frequently used keywords were science communication, science education, education, human, communication, public understanding of science, and stem. Educational implications are drawn in the conclusion.

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“…A large number of studies have run bibliometric analysis for the terms "Arduino" (García-Tudela and Marín-Marín, 2023;Lopez-Belmonte et al, 2020;Ocak, 2018) while the following studies have conducted bibliometric analysis on STEM (Akhmedova et al, 2023;Ali and Tse, 2023;Delen and Yuksel, 2022;Ha et al, 2020;Jamali et al, 2021;Jumini et al, 2022;Karampelas, 2023;Le Thi Thu et al, 2021;Marín-Marín et al, 2021;Tas and Bolat, 2022), which are carried out as separate studies. To clarify, the scientific method known as bibliometric analysis deals with a large-scale literature database to evaluate the contributions to a field of research, by countries, institutions, authors, and journals.…”

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confidence: 99%

Using Arduino in Science, Technology, Engineering, and Mathematics (STEM) Education: Bibliometric Analysis

Pabuçcu Akış

2024

SEI

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The dramatic increase in science, technology, engineering, and mathematics (STEM) education studies has resulted in more authors promoting the use of Arduino in STEM education. Although there are educational research studies utilizing bibliometric procedures for the exploration of Arduino and STEM separately, there is a further need for research on their relationship. The current study utilizes several software tools (Vosviewer, Biblioshiny) and bibliometric procedures for this research domain. The documents were retrieved from the Scopus database from 2013 to 2022. Performance analysis was used to reveal publications and citation trends with the top contributors. Moreover, bibliographic mapping was used to comprehend the conceptual (co-occurrences), intellectual (bibliographic coupling), and social (collaboration network) structures of the retrieved data. The results revealed that the most prolific authors and institutes were addressed in Turkey. Besides, the most cited authors and institutes were from the USA. However, it seems this situation will change soon to the advantage of Turkey because of its highest annual growth rate and smallest document average age. This research also shows that there is a sign of the risk of monopolization in this area soon. Moreover, little cooperation was found within the dataset implying the importance and necessity of encouraging the mobility of researchers as well as increasing the collaboration between universities at both national and international levels. Overall, the study reveals that Arduino has great potential in using STEM activities in the future.

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Examining the relationship between TPACK and STEAM through a bibliometric study

Cited by 3 publications

References 24 publications

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

A bibliometric overview of science communication research in STEM education

Using Arduino in Science, Technology, Engineering, and Mathematics (STEM) Education: Bibliometric Analysis

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