The Research Context and Hotspots Analysis of WoS and CSSCI of Chemistry Education - Visual Knowledge Graph Analysis Based on CiteSpace
DOI:
https://doi.org/10.5564/lavai.v18i26.3296Keywords:
Chemistry Education, CiteSpace, Research Hotspot, Keyword Analysis, TrendsAbstract
By collecting the literature related to the Chemistry Education from the Web of Science (WoS) and Chinese Social Sciences Citation Index (CSSCI) from 2000 to 2020, we used the CiteSpace bibliometric method to conduct inductive statistical analysis using the characteristics of age, author, country, research hotspot, and evolution trend. Our results revealed a significant growth trend of literature related to this field after 2009, but a stable core author group had not yet been formed. Our data also showed a lack of sufficient collaborative research among various groups. In this research field, the United States had the largest influence, followed by Germany and Australia. The trending literature was mainly focused on formal studies on the integration of Information Technology and Chemistry in courses, the interdisciplinary research on advanced chemistry courses, the reasons for the difficulties in students' understanding of chemical concepts and their solutions to approaching research, and models and modeling in addition to other subjects. Together, considering our results combined with the analysis of the literature citations, we further clarified the research progress and the current stage of Chemistry Education development.
WoS ба CSSCI дээр үндэслэсэн химийн боловсролын судалгааны контекст, халуун цэгийг CiteSpace оюуны зураглал дээр суурилсан дүн шинжилгээ хийх
Хураангуй: 2000-2020 он хүртэл WoS (Web of Science) болон CSSCI (Chinese Social Sciences Citation Index)-д багтсан химийн боловсролтой холбоотой өгүүллүүдийг судалгааны объект болгон авч CiteSpace библиометрийн аргыг ашиглан он, зохиогч, улс, судалгааны агуулга, өөрчлөлт шинэчлэлийн чиг хандлага зэрэгт индуктив статистик шинжилгээ хийсэн. Үр дүнгээс харахад 2009 оноос хойш холбогдох судалгааны өгүүллүүд нь мэдэгдэхүйц өсөх хандлагатай байгаа ч одоогийн байдлаар тогтвортой, гол зохиогчийн бүлэг бүрдээгүй, янз бүрийн бүлгүүдийн дунд хамтарсан судалгаа харьцангуй бага байна. Энэ судалгааны салбарт АНУ-ын судлаачдын судалгаа хамгийн их, Герман, Австрали удаалж байна. Судалгааны гол чухал цэг нь мэдээллийн технологи болон химийн хичээлүүдийн уялдаа холбоог судлах, дээд боловсрол дахь химийн хичээлийн салбар дамнасан судалгаа, ЕБС-ийн сурагчдын химийн хэл, ухагдахууныг ойлгоход тулгарч буй бэрхшээлийн шалтгаан, тэдгээрийг шийдвэрлэх арга замын судалгаа, загвар загварчлал зэрэгт төвлөрч байна. Эдгээр үр дүнд суурилсан хавсарсан эшлэлийн судалгааг нэгтгэж, химийн боловсролын судалгааны явц, өнөөгийн хөгжлийн үе шатыг онцолсон болно.
Түлхүүр үг: Химийн боловсрол, CiteSpace, Судалгааны халуун цэг, Түлхүүр үгийн дүн шинжилгээ, Чиг хандлага
Downloads
100
References
Chuan, L., & Jing-Hua, L. (2021). The Background,Application and Characteristics of System Thinking In Chemistry. Chinese Journal of Chemical Education, 42(23), 7-16.
Clarivate. (2021). Web of Science. https://www.webofscience.com/wos/woscc/basic-search
Davidowitz, B., & Rollnick, M. (2011). What lies at the heart of good undergraduate teaching? A case study in organic chemistry. Chemistry Education Research and Practice, 12(3), 355-366. doi: https://doi.org/10.1039/C1RP90042K
Erduran, S. (2019). Argumentation in chemistry education: An overview. doi: https://doi.org/10.1039/9781788012645
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415. doi:https://doi.org/10.1073/pnas.1319030111
Gentili, P. L. (2019). Designing and teaching a novel interdisciplinary course on complex systems to prepare new generations to address 21st-century challenges. Journal of Chemical Education, 96(12), 2704-2709. doi: https://doi.org/10.1021/acs.jchemed.9b00027
Gilbert, J. K. (2006). On the nature of “context” in chemical education. International journal of science education, 28(9), 957-976. doi: https://doi.org/10.1080/09500690600702470
Jegstad, K. M., & Sinnes, A. T. (2015). Chemistry teaching for the future: A model for secondary chemistry education for sustainable development. International Journal of Science Education, 37(4), 655-683. doi: https://doi.org/10.1080/09500693.2014.1003988
JianNian, Y. (2014). pushing the Interdisciplinary and Promoting the Development of Chemistry. Science & Technology Review, 32(12), 1-1. {http://www.kjdb.org/CN/abstract/article_11562.shtml}
Johnstone, A. H. (2000). Teaching of chemistry-logical or psychological? Chemistry Education Research and Practice, 1(1), 9-15. doi: https://doi.org/10.1039/A9RP90001B
Lin, D., Chen, C., & Liu, Z. (2011). Study on Zipf-Pareto Distribution of the Betweenness Centrality of a Co-citation Network. JOURNAL OF THE CHINA SOCIETY FOR SCIENTIFIC AND TECHNICAL INFORMATJON, 30(1), 76-82.
Mei, L. (2017). A comparative study of the higher education internationalization of international cities in Asia. Journal of Shanghai Normal University(Philosophy & Social Sciences), 6.
Ming, X. L., & lin, X. Q. (2018). Study on Progress and Hot Issues of Green Innovation at Home and Abroad -
Visual Analysis Based on CiteSpace. Resource Development & Market, 34(9), 1212-1220.
Ming, Y. (2003). What does globalization of education mean to China? Beijing observation (2), 36-37.
NanJingUniversity. (2021). Chinese Social Sciences Citation Index. http://cssci.nju.edu.cn/
Qiang, J., Wei, Z., Pengjiao, W., & Liping, W. (2015). Realization of Individual Adaptive Online Learning Analysis Model Based Big Data. China Educational Technology (1), 85-92.
RaoXue, Z. (2007). Digital Learning Harbor and Lifelong Learning. Journal of Distance Education in China (3), 58-59.
Shuping, Z. (2016). EValuation of core authors based on Price law and the comprehensiVe index method：a case study of Chinese Journal of Scientific and Technical Periodicals. Chinese Journal of Scientific and Technical Periodicals, 27(12), 1310-1314.
Sibanda, D., & Hobden, P. (2015). Planning a teaching sequence for the teaching of chemical bonding. African Journal of Research in Mathematics, Science and Technology Education, 19(1), 23-33. doi: https://doi.org/10.1080/10288457.2014.1002298
Sibanda, D., & Hobden, P. (2016). The sequencing of basic chemistry topics by physical science teachers. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 142-153. doi: https://doi.org/10.1080/18117295.2016.1187505
Small, H. (1973). Co‐citation in the scientific literature: A new measure of the relationship between two documents. Journal of the American Society for information Science, 24(4), 265-269. doi: https://doi.org/10.1002/asi.4630240406
Surwase, G., Sagar, A., Kademani, B., & Bhanumurthy, K. (2011). Co-citation analysis: An overview.
Trujillo, C. M., & Long, T. M. (2018). Document co-citation analysis to enhance transdisciplinary research. Science advances, 4(1), e1701130. doi: https://doi.org/10.1126/sciadv.1701130
Vojíř, K., Rusek, M. (2021). Preferred chemistry curriculum perspective: Teachers’ perception of lower-secondary school textbooks. Journal of Baltic Science Education, 20(2), 316. doi: https://doi.org/10.33225/jbse/21.20.316
YIN Xia, H. J. a., HUANG Jing, BAO Xiaocun, ZHOU Lingyun, LI Wei, LIU Hongyan, ZHANG Shuguang, LIU Zhonghua. (2020). Research Progress of Tea Aroma Based on CiteSpace Visual Analysis. Journal of Tea Science, 40(2), 143-156. https://doi.org/10.13305/j.cnki.jts.2020.02.001
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Aorigele, Natsagdorj Narantsogt
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright on any research article in the Lavai - International Journal of Educatioin is retained by the author(s).
The authors grant the Lavai - International Journal of Educatioin a license to publish the article and identify itself as the original publisher.
Articles in the Lavai - International Journal of Educatioin are Open Access articles published under a Creative Commons Attribution 4.0 International License CC BY.
This license permits use, distribution and reproduction in any medium, provided the original work is properly cited.
