A bibliometric analysis of the increasing knowledge base on the role of thinking teaching strategy in sciences teaching

Abstract

ABSTRACT Background This research explores thinking and teaching strategy in sciencesteaching by analyzing 2027 research articles from the Web of Science.It is anticipated that groups of keywords, writers, and universitieswill highlight patterns, offer advice to scholars and teachers, andadd to the body of literature already available on the topic. Purpose This study's purposes are to use the Web of Science to examine thecurrent state of the literature on thinking and teaching strategy insciences teaching, identify clusters of relevant keywords, authors,and universities, and investigate potential future research avenuesin this area. Sample The Web of Science provided the data for this study, which comprised2027 scientific papers that were released between 1984 and 2022. Acomplete and representative sample was achieved by screening andchoosing a sample from a starting pool of 4000 articles. Design and methods Data from the Web of Science Core Collection database were gatheredfor this study using bibliometric and content analysis methods. Frommore than 4000 sources, pertinent papers on teaching strategies andscientific education were chosen, and 2027 peer-reviewed publicationswere further assessed. Non-scientific sources were excluded. Results This study investigated 2027 scholarly publications on teaching andthinking techniques in science education published between 1984 and2022 in the Web of Science Core Collection. Six study clustersspanning subjects including student knowledge and thinking, cognitivetechniques for creativity, and robots in science education werefound. The clusters included 59 universities, 89 keywords, and 199authors from 63 different countries. Conclusion In order to fully understand thinking and teaching strategies in scientific education, this study carefully analyzed 2027 research publications from the Web of Science Core Collection. The results might aid researchers, instructors, and regulators in understanding the state of the literature and potential future study topics in science education.