Unveiling Inquiry: A Collaborative Two Decade Bibliometric Analysis of Science Learning and Investigation
DOI:
https://doi.org/10.37134/ejoss.vol12.sp.4.2026Keywords:
Bibliometric analysis, Inquiry based learning, Science learning, EducationalAbstract
This bibliometric analysis, titled "Unveiling Inquiry: A Collaborative Two Decade Bibliometric Analysis of Science Learning and Investigation," explores the evolution and impact of research in science learning and investigation from 2000 to 2024. The study addresses the growing need to understand how educational methodologies and inquiry-based learning (IBL) have developed over the years, reflecting their significance in shaping modern educational practices. Utilizing data retrieved from the Scopus database and analysed using VOSviewer, this research systematically examines a dataset comprising 1,239 publications. The analysis focuses on identifying trends, key contributors, as well as influential publications within the field. The results reveal a significant upward trend in the number of publications, particularly between 2010 and 2018, indicating heightened research activity likely driven by advancements in educational technologies and pedagogical strategies. Journal articles dominate the publication types, accounting for 73.7% of the total, underscoring the academic community's preference for peer-reviewed dissemination. Conference papers, making up 26.3%, highlight the importance of rapid idea exchange and emerging research. Key journals, comprising the Journal of Research in Science Teaching and the International Journal of Science Education, serve a pivotal role in sharing research findings. The variation in publication trends from other sources illustrates the dynamic nature of the field. The analysis further emphasizes the contributions of prolific authors, highlighting the field’s collaborative and interdisciplinary nature. Overall, the study affirms the strong and growing interest in science learning and investigation, demonstrating its significant impact on the development of educational theories and practices over the past two decades.
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