Fen Eğitiminde Okul Bahçeleri Üzerine Bibliyometrik Bir Analiz
Özet
Bu çalışma, fen eğitiminde okul bahçeleri üzerine odaklanan akademik yayınları bibliyometrik yöntemlerle incelemeyi amaçlamaktadır. Bu kapsamda yayınlar; yıllara göre dağılımları, yayımlandıkları akademik dergiler, en çok atıf alan çalışmalar, alana en fazla katkı sağlayan ülkeler ve araştırmacılar ile anahtar kelime dağılımları ve temaları yönünden incelenmiştir. İlgili literatür Web of Science veri tabanında taranmış ve 128 makale çalışmaya dahil edilmiştir. Veri setinin betimleyici ve ağ analizleri için VOSviewer yazılımı kullanılmıştır. Bulgular, okul bahçeleri üzerine yapılan araştırmaların son on yılda dalgalı bir artış yaşadığını ortaya koymuştur. En çok yayını olan dergi Environmental Education Research olurken, en çok çalışmanın yayınlandığı ülke Amerika Birleşik Devletleri olmuştur. Martin Braund ve Michael Reiss bu alanda etkili araştırmacılar olarak öne çıkmaktadır. En sık kullanılan anahtar kelimeler beş kümeye ayrılmıştır. Bu temalar, fen eğitiminde okul bahçesi araştırmalarındaki temel yönelimleri yansıtmaktadır. Genel olarak, bu bibliyometrik analiz, okul bahçeleri üzerine yapılan fen eğitimi araştırmalarındaki durum ve eğilimlere genel bir bakış sunmaktadır. Ayrıca, araştırmacılara ve eğitimcilere gelecekteki araştırma yönleri konusunda rehberlik sağlamaktadır.
This study aims to examine academic publications focusing on school gardens in science education using bibliometric methods. Within this scope publications were analyzed in terms of their distribution over years, the academic journals where they were published, the most cited studies, the countries and researchers contributing most to the field, and keyword patterns and themes. The relevant literature was searched in the Web of Science database, and 128 articles were included in the study. The VOSviewer software was used for descriptive and network analyses of the dataset. The findings revealed that research on school gardens has experienced a fluctuating increase over the past decade. Environmental Education Research was the journal with the most publications, and the United States was the country where the most studies were published. Martin Braund and Michael Reiss stand out as influential researchers in the field. The most frequently used keywords were categorized into five clusters. These themes reflect the main trends in school garden research in science education. Overall, this bibliometric analysis provides an overview of the current status and trends in science education research on school gardens. Furthermore, it provides guidance for researchers and educators regarding future research directions.
Referanslar
Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8), 508–518. https://doi.org/10.1111/josh.12278
Bozdoğan, A. E., Demir, A., & Şahinpınar, D. (2022). Bibliometric assessment based on web of science database: educational research articles on botanic gardens, national parks, and natural monuments. Participatory Educational Research, 9(1), 303-323. https://doi.org/10.17275/per.22.17.9.1
Castillo, D., Vega-Muñoz, A., Salazar-Sepúlveda, G., Contreras-Barraza, N., & Torres-Alcayaga, M. (2023). Bibliometric mapping of school garden studies: A thematic trends analysis. Horticulturae, 9(3), 359. https://doi.org/10.3390/horticulturae9030359
Chang, C. Y., & Yang, J. C. (2023). Concept mapping in computer-supported learning environments: A bibliometric analysis. Interactive Learning Environments, 31(10), 6678–6695. https://doi.org/10.1080/10494820.2022.2043385
Clary, R. M., & Wandersee, J. H. (2014). Lessons from U.S. fossil parks for effective informal science education. Geoheritage, 6, 241–256. https://doi.org/10.1007/s12371-014-0116-x
Dale, R. G., Powell, R. B., Stern, M. J., & Garst, B. A. (2020). Influence of the natural setting on environmental education outcomes. Environmental Education Research, 26(5), 613-631. https://doi.org/10.1080/13504622.2020.1738346
Demiryürek, G. (2023). A bibliometric view on values education studies in the international arena. Problems of Education in the 21st Century, 81(1), 27-43.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology,16, 171-190.
Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students’ graphic representations. Frontiers in Psychology, 11, 2226. https://doi.org/10.3389/fpsyg.2020.02226
Eugenio-Gozalbo, M., Zuazagoitia, D., Ruiz-González, A., Corrochano, D., Hurtado-Soler, A., & Talavera, M. (2022). Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: A study case on soil. International Journal of Science Education, 44(10), 1619–1638. https://doi.org/10.1080/09500693.2022.2088877
Galina, Z., & Tetiana, B. (2019). University planetariums and observatories: The critical role of higher education in future studies. Philosophy and Cosmology, 23, 130–138.
Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge.
Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, 15(3), 169-182.
Kleespies, M. W., Feucht, V., Becker, M., & Dierkes, P. W. (2022). Environmental education in zoos—exploring the impact of guided zoo Tours on connection to nature and attitudes towards species conservation. Journal of Zoological and Botanical Gardens, 3(1), 56-68. https://doi.org/10.3390/jzbg3010005
Lavrinoviča, B. (2021). School gardening: What is current trend about? In L. Daniela (Ed.), Human, Technologies and Quality of Education 2021 (pp. 643–656). University of Latvia. https://doi.org/10.22364/htqe.2021.51
Luna, M. J., Rye, J. A., Forinash, M., & Minor, A. (2015). Gardening for homonyms: Integrating science and language arts to support children's creative use of multiple meaning words. Science Activities, 52(4), 92–105.
Luna-Nevarez, C., & McGovern, E. (2018). On the use of mobile apps in education: The impact of digital magazines on student learning. Journal of Educational Technology Systems, 47(1), 17–31.
Meier, E. B. (2021). Designing and using digital platforms for 21st century learning. Educational Technology Research and Development, 69, 217–220. https://doi.org/10.1007/s11423-020-09880-4
Monferrer, L., Lorenzo-Valentín, G., & Santágueda-Villanueva, M. (2022). Mathematical and experimental science education from the school garden: A review of the literature and recommendations for practice. Education Sciences, 12(1), 47. https://doi.org/10.3390/educsci12010047
Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. Profesional de la Información, 29(1), e290103. https://doi.org/10.3145/epi.2020.ene.03
Orenes Cárceles, J., Ayuso Fernández, G. E., Fernández-Díaz, M., & Egea Fernández, J. M. (2022). School gardens: Initial training of future primary school teachers and analysis of proposals. Education Sciences, 12(5), 303. https://doi.org/10.3390/educsci12050303
Pollin, S., & Retzlaff-Fürst, C. (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12, 567720. https://doi.org/10.3389/fpsyg.2021.567720
Ray, R., Fisher, D. R., & Fisher-Maltese, C. (2016). School gardens in the city: Does environmental equity help close the achievement gap? Du Bois Review: Social Science Research on Race, 13(2), 379–395.
Saraç, H. (2017). Türkiye'de okul dışı öğrenme ortamlarına ilişkin yapılan araştırmalar: İçerik analizi çalışması. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 60–81.
Sherman, J., & Muehlhoff, E. (2007). Developing a nutrition and health education program for primary schools in Zambia. Journal of Nutrition Education and Behavior, 39(6), 335–342.
Somerset, S., & Bossard, A. (2009). Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia. Public Health Nutrition, 12(8), 1485–1493.
Şahan, M. (2005). Müze ve eğitim. Türk Eğitim Bilimleri Dergisi, 3(4), 487–501.
Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools. Review of Educational Research, 83(2), 211–235. https://doi.org/10.3102/0034654313475824
Tekdal, M. (2021). Trends and development in research on computational thinking. Education and Information Technologies, 26(5), 6499–6529.
Ulukök, E. (2022). Algılanan fazla niteliklilik araştırmalarının entelektüel yapısının haritalanması: Bir ortak anahtar kelime ve ortak atıf analizi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 74, 54–74. https://doi.org/10.51290/dpusbe.1082016
Ulukök, E., & Merdan, E. (2022). Laissez-faire liderlik: Alanın bir haritası ve bibliyometrik bir analiz. Uluslararası Ekonomi İşletme ve Politika Dergisi, 6(2), 371–396. https://doi.org/10.29216/ueip.1137885
Ulukök Yıldırım, Ş. (2024). Planetaryum araştırmalarının eğilimleri: Bir bibliyometrik analiz. Millî Eğitim, 53(241), 31–56. https://doi.org/10.37669/milliegitim.1188601
Ulukök Yıldırım, Ş., & Sönmez, D. (2024). A bibliometric look at eye tracking research in video-based learning. Van Yüzüncü Yıl University Journal of Education, 21(2), 378–400. https://doi.org/10.33711/yyuefd.1378898
Referanslar
Berezowitz, C. K., Bontrager Yoder, A. B., & Schoeller, D. A. (2015). School gardens enhance academic performance and dietary outcomes in children. Journal of School Health, 85(8), 508–518. https://doi.org/10.1111/josh.12278
Bozdoğan, A. E., Demir, A., & Şahinpınar, D. (2022). Bibliometric assessment based on web of science database: educational research articles on botanic gardens, national parks, and natural monuments. Participatory Educational Research, 9(1), 303-323. https://doi.org/10.17275/per.22.17.9.1
Castillo, D., Vega-Muñoz, A., Salazar-Sepúlveda, G., Contreras-Barraza, N., & Torres-Alcayaga, M. (2023). Bibliometric mapping of school garden studies: A thematic trends analysis. Horticulturae, 9(3), 359. https://doi.org/10.3390/horticulturae9030359
Chang, C. Y., & Yang, J. C. (2023). Concept mapping in computer-supported learning environments: A bibliometric analysis. Interactive Learning Environments, 31(10), 6678–6695. https://doi.org/10.1080/10494820.2022.2043385
Clary, R. M., & Wandersee, J. H. (2014). Lessons from U.S. fossil parks for effective informal science education. Geoheritage, 6, 241–256. https://doi.org/10.1007/s12371-014-0116-x
Dale, R. G., Powell, R. B., Stern, M. J., & Garst, B. A. (2020). Influence of the natural setting on environmental education outcomes. Environmental Education Research, 26(5), 613-631. https://doi.org/10.1080/13504622.2020.1738346
Demiryürek, G. (2023). A bibliometric view on values education studies in the international arena. Problems of Education in the 21st Century, 81(1), 27-43.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology,16, 171-190.
Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as science learning contexts across educational stages: Learning assessment based on students’ graphic representations. Frontiers in Psychology, 11, 2226. https://doi.org/10.3389/fpsyg.2020.02226
Eugenio-Gozalbo, M., Zuazagoitia, D., Ruiz-González, A., Corrochano, D., Hurtado-Soler, A., & Talavera, M. (2022). Implementing citizen science programmes in the context of university gardens to promote pre-service teachers' scientific literacy: A study case on soil. International Journal of Science Education, 44(10), 1619–1638. https://doi.org/10.1080/09500693.2022.2088877
Galina, Z., & Tetiana, B. (2019). University planetariums and observatories: The critical role of higher education in future studies. Philosophy and Cosmology, 23, 130–138.
Hooper-Greenhill, E. (2007). Museums and education: Purpose, pedagogy, performance. Routledge.
Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, 15(3), 169-182.
Kleespies, M. W., Feucht, V., Becker, M., & Dierkes, P. W. (2022). Environmental education in zoos—exploring the impact of guided zoo Tours on connection to nature and attitudes towards species conservation. Journal of Zoological and Botanical Gardens, 3(1), 56-68. https://doi.org/10.3390/jzbg3010005
Lavrinoviča, B. (2021). School gardening: What is current trend about? In L. Daniela (Ed.), Human, Technologies and Quality of Education 2021 (pp. 643–656). University of Latvia. https://doi.org/10.22364/htqe.2021.51
Luna, M. J., Rye, J. A., Forinash, M., & Minor, A. (2015). Gardening for homonyms: Integrating science and language arts to support children's creative use of multiple meaning words. Science Activities, 52(4), 92–105.
Luna-Nevarez, C., & McGovern, E. (2018). On the use of mobile apps in education: The impact of digital magazines on student learning. Journal of Educational Technology Systems, 47(1), 17–31.
Meier, E. B. (2021). Designing and using digital platforms for 21st century learning. Educational Technology Research and Development, 69, 217–220. https://doi.org/10.1007/s11423-020-09880-4
Monferrer, L., Lorenzo-Valentín, G., & Santágueda-Villanueva, M. (2022). Mathematical and experimental science education from the school garden: A review of the literature and recommendations for practice. Education Sciences, 12(1), 47. https://doi.org/10.3390/educsci12010047
Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. Profesional de la Información, 29(1), e290103. https://doi.org/10.3145/epi.2020.ene.03
Orenes Cárceles, J., Ayuso Fernández, G. E., Fernández-Díaz, M., & Egea Fernández, J. M. (2022). School gardens: Initial training of future primary school teachers and analysis of proposals. Education Sciences, 12(5), 303. https://doi.org/10.3390/educsci12050303
Pollin, S., & Retzlaff-Fürst, C. (2021). The school garden: A social and emotional place. Frontiers in Psychology, 12, 567720. https://doi.org/10.3389/fpsyg.2021.567720
Ray, R., Fisher, D. R., & Fisher-Maltese, C. (2016). School gardens in the city: Does environmental equity help close the achievement gap? Du Bois Review: Social Science Research on Race, 13(2), 379–395.
Saraç, H. (2017). Türkiye'de okul dışı öğrenme ortamlarına ilişkin yapılan araştırmalar: İçerik analizi çalışması. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 60–81.
Sherman, J., & Muehlhoff, E. (2007). Developing a nutrition and health education program for primary schools in Zambia. Journal of Nutrition Education and Behavior, 39(6), 335–342.
Somerset, S., & Bossard, A. (2009). Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia. Public Health Nutrition, 12(8), 1485–1493.
Şahan, M. (2005). Müze ve eğitim. Türk Eğitim Bilimleri Dergisi, 3(4), 487–501.
Williams, D. R., & Dixon, P. S. (2013). Impact of garden-based learning on academic outcomes in schools. Review of Educational Research, 83(2), 211–235. https://doi.org/10.3102/0034654313475824
Tekdal, M. (2021). Trends and development in research on computational thinking. Education and Information Technologies, 26(5), 6499–6529.
Ulukök, E. (2022). Algılanan fazla niteliklilik araştırmalarının entelektüel yapısının haritalanması: Bir ortak anahtar kelime ve ortak atıf analizi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 74, 54–74. https://doi.org/10.51290/dpusbe.1082016
Ulukök, E., & Merdan, E. (2022). Laissez-faire liderlik: Alanın bir haritası ve bibliyometrik bir analiz. Uluslararası Ekonomi İşletme ve Politika Dergisi, 6(2), 371–396. https://doi.org/10.29216/ueip.1137885
Ulukök Yıldırım, Ş. (2024). Planetaryum araştırmalarının eğilimleri: Bir bibliyometrik analiz. Millî Eğitim, 53(241), 31–56. https://doi.org/10.37669/milliegitim.1188601
Ulukök Yıldırım, Ş., & Sönmez, D. (2024). A bibliometric look at eye tracking research in video-based learning. Van Yüzüncü Yıl University Journal of Education, 21(2), 378–400. https://doi.org/10.33711/yyuefd.1378898
