Implementation of STEM education: A bibliometrics analysis from case study research in Scopus database

This article carries out a bibliometric research review to present the evolving landscape of innovations in science education. The study acknowledges the dynamism of the contemporary educational practices and uses the bibliometric analyses for identification of trends, assessment of impacts of scholarly outputs, and mapping the future directions in the field of science education innovation. Starting with a review of the standard bibliometric indicators, e.g., citation analysis and co-authorship, the review lays down the theoretical basis for the understanding of the scientific impact of the innovations in science education. The analysis, moreover, consists of identifying thematic foci and emerging topics through keyword mapping, which together present a holistic picture of the intellectual map of the field. The review points to seminal works and trends, demonstrating the nature of interdisciplinarity in research in science education innovation. By the analysis of collaborative networks and research hotspots the research not only demonstrates the present status of the field, but also predicts its future directions, which could help researchers and educators at the same time. Also, as a retrospective tool, the article explores the general relevance of bibliometric insights for educators, administrators, and other researchers. It highlights the application of bibliometrics in evidence-based decision-making, curricula design and international collaboration, because it is common knowledge that it can trigger the great revolution in innovative science education. This bibliometric review generates useful outcomes, which are beneficial to academic discussions and provide guidelines for future research efforts as a key reference for researchers who would like to have a deep, general overview of the innovations in science education.

Section: Discussionmentioning

confidence: 99%

Innovations in science education: A bibliometric exploration of trends and future directions

Kondrashev,

Sokolova,

Zaripova

et al. 2024

“…To collect all the publications on CT in mathematics learning, the data was extracted from the Scopus database (https://www.scopus.com) on 16 May 2023, with the central theme 'computational thinking'. According to Phuong et al (2023), the Scopus database is the most comprehensive and widely used academic database. For this study, the Scopus database was considered for five reasons: it provides relevant and reliable information, has broader coverage, includes all cited authors in the references, permits direct data download, and can be processed by various bibliometric analysis software (Gao et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Research trends of computational thinking in mathematics learning: A bibliometric analysis from 2009 to 2023

Irawan,

Rosjanuardi,

Prabawanto

2024

This study presents a comprehensive overview of computational thinking (CT) research trends in mathematics learning from 2009 to 2023. To reach this aim, a bibliometric approach was used in this study to analyze the publication distribution pattern on CT focused on the following categories: research development, the most productive journals and countries, highly cited references, topic network, and thematic evolution map. A total of 276 articles retrieved from the Scopus database were analyzed and visualized through the Bibliometrix analysis package from R and VOSviewer software. The finding shows that since 2009, CT has been the subject of mathematics learning research, which has grown significantly since 2013. Regarding total publication in CT, Education and Information Technologies contributes as the most productive journal, and the United States places first among all countries. The article ‘computational thinking’ appears as the most widely referenced source. Moreover, the frequent topics network with CT are the integration of CT with programming, STEM, and coding. This result is analyzed further by the thematic evolution map showing CT research in STEM education, including mathematics, exhibits promising prospects for future development.

“…("MINT" being the German acronym for STEM) was developed for pre-service and in-service teachers in elementary education. Thus, a target group that is still underrepresented in STEM education research (Phuong et al, 2023) was addressed.…”

Section: Development Of Education and Further Trainingmentioning

confidence: 99%

“…The study was targeted at an important but still under-researched group in STEM, which according to Phuong et al (2023) is in need of support and more research: elementary education students and their teachers. International achievement tests like TIMSS identify challenges for the development of STEM competencies in this cohort of students, with girls being particularly impacted (Itzlinger-Bruneforth, 2020).…”

Section: Conclusion and Practical Implicationsmentioning

confidence: 99%

Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction

Hasenhütl,

Luttenberger,

Macher

et al. 2024

Starting early in life, children, especially girls, experience obstacles when it comes to developing interest in STEM. Although teachers face an important task in promoting girls (and boys) in STEM, they often encounter hurdles in doing so. A three-month-long training for pre- and in-service teachers in elementary education was developed to counter this phenomenon. An important training feature was teaching ideas for STEM classrooms. Teachers’ evaluation of the training and teaching ideas, changes in their self-concept, and elementary students’ assessment of the teaching ideas were investigated. Students rated the teaching ideas favorably, with no gender differences. Even though each idea incorporated relevant didactic features for gender-sensitive STEM instruction, the teachers rated certain ideas and contents more critically than others. Nevertheless, their assessments speak in favor of the training intervention, while also indicating gaps in teachers’ professional knowledge regarding gender-sensitive didactics. Implications for the design of STEM teacher education are outlined.