A Co-word Analysis of Selected Science Education Literature: Identifying Research Trends of Scaffolding in Two Decades (2000-2019).

Tzu-Chiang Lin,Ying-Shao Hsu,Kai-Yu Tang,Miao-Li Changlai,Shu-Sheng Lin

doi:10.3389/fpsyg.2022.844425

Abstract

This study aims to identify research trends of scaffolding in the field of science education. To this end, both descriptive analysis and co-word analysis were conducted to examine the selected articles published in the Social Science Citation Index journals from 2000 to 2019. A total of 637 papers were retrieved as research samples through rounds of searching in Web of Science database. Overall, this study reveals a growing trend of science educators' academic publications about scaffolding in the recent two decades. In these sample papers, from 1,487 non-repeated keywords, we extracted 286 author-defined keywords shared by at least two studies as a benchmark dictionary. A series of co-word analyses were then conducted based on the dictionary to reveal the underlying co-occurring relationships of the words in title and abstract of the sample papers. Results showed that “scaffolding,” “support,” and “design” were the top three most frequently used keywords during 2000 and 2019. Visualization of co-word networks in each 5-year period further helps clarify both educators' common research foci and relevant research trends. Derived discussion and potential research directions are also provided.

Highlights

In the last decades, educators have reached a consensus that scaffolding analogises learners’ knowledge building with proper supports. Wood et al (1976) first identified young children’s development progression with learning scaffolds provided by their parents
We especially focus on the thorough understanding of mutual wording that educators inclined to identify their research focuses, approaches, and findings about scaffolding
Descriptive characteristics and research trends regarding scaffolding of the articles published in Social Science Citation Index (SSCI) journals were revealed through a series of co-occurring keyword analyses and comparisons

Summary

Introduction

Educators have reached a consensus that scaffolding analogises learners’ knowledge building with proper supports. Wood et al (1976) first identified young children’s development progression with learning scaffolds provided by their parents. Wood et al (1976) first identified young children’s development progression with learning scaffolds provided by their parents. To accomplish tasks in daily life, young children should be equipped with certain skills and corresponding confidence in themselves. In this progression, learning supports act as scaffolding that guides children’s advancement beyond what they may achieve on their own. Usually referred to as fading, children may gradually perform tasks in a more self-directed manner. This provides insight into educational reforms from the perspective of instruction practices in the classroom (Bliss et al, 1996).

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