Bibliometric review of articles related to context-based learning in science education

Abstract

This study provides a bibliometric study of publications on context-based learning in science education to give readers a better understanding of the current state of the field’s research. The major goal of this study is to provide bibliometric information on articles on context-based learning in science education published in periodicals listed in the Scopus Database between 2005 and 2023. A bibliometric analysis based on seven categories–number of articles and citations per year, most influential countries, most productive authors, most significant affiliations, funding institutions, and subject areas was performed on the information gathered from publications scanned and published within the study’s parameters. Network diagrams and bibliometric analyses were produced using the Scopus Database. The year in which the most articles were published is 2022. The top three most productive countries were the Netherlands, Germany, and Turkey, respectively. The number of citations to papers included in the Scopus Database grew steadily, reaching its peak in 2022 with 410 citations. Pilot, A., who published 13 times, was the most productive author on this subject. Most publications are affiliated with Universiteit Utrecht, Freudenthal Institute and Technische Universiteit Eindhoven. Horizon 2020 framework program was the top funding source in terms of articles published. Additionally, it was examined how the publications were distributed by subject. The publications’ respective topic areas were social sciences and computer sciences. This study offers a global view of context-based learning in science education as well as a vision for future research.