Inquiry research trends through bibliometric analysis (2020-2023)
DOI:
https://doi.org/10.21009/biosferjpb.36161Keywords:
Bibliometrics, Education, Inquiry, ScienceAbstract
This article aims to analyze the trend of Inquiry research through bibliometrics in the Google schoolar database from 2020 to 2023. The article consists of a total of 993 articles, then sorted into 788 suitable articles and analyzed. The method used in this research is article analysis using bibliometrics with the following stages: keyword search, initial search results, refining search results, compiling initial data, and data analysis. The results show that publications in scientific articles regarding Inquiry vary every year. Then, the description in Education research trends produces seven clusters, namely science process skills, science teacher, argument driven inquiry, framework, experience, critical thinking skills, and senior high school. The findings of this study are expected to help other researchers who are interested in studying and researching related to Inquiry research trends and recommend directions for further research
References
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Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), 1–16. https://doi.org/10.29333/ejmste/10830
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Akbari, M., Khodayari, M., Danesh, M., Davari, A., & Padash, H. (2020). A bibliometric study of sustainable technology research. In Cogent Business and Management (Vol. 7, Issue 1). https://doi.org/10.1080/23311975.2020.1751906
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Antonio, R. P., & Prudente, M. S. (2021). Metacognitive argument-driven inquiry in teaching antimicrobial resistance: Effects on students’ conceptual understanding and argumentation skills. Journal of Turkish Science Education, 18(2), 192-217. https://doi.org/10.36681/tused.2021.60
Aparicio, G., Iturralde, T., & Rodríguez, A. V. (2023). Developments in the knowledge-based economy research field: a bibliometric literature review. Management Review Quarterly, 73(1), 317-352. https://doi.org/10.1007/s11301-021-00241-w
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Bretas, V. P., & Alon, I. (2021). Franchising research on emerging markets: Bibliometric and content analyses. Journal of Business Research, 133, 51-65. https://doi.org/10.1016/j.jbusres.2021.04.067
Brown, A., Hecker, K. G., Bok, H., & Ellaway, R. H. (2021). Strange bedfellows: Exploring methodological intersections between realist inquiry and structural equation modeling. Journal of Mixed Methods Research, 15(4), 485-506. https://doi.org/10.1177/1558689820970692
Calleja, J., Foster, C., & Hodgen, J. (2023). Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry.” Research in Mathematics Education. https://doi.org/10.1080/14794802.2023.2176915
Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64(4), 557-560. https://doi.org/10.1007/s11528-020-00491-7
Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191. https://doi.org/10.1080/09500693.2015.1134849
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science education, 86(2), 175-218. https://doi.org/10.1002/sce.10001
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational researcher, 19(5), 2-14. https://doi.org/10.3102/0013189X019005002
Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Kuram ve Uygulamada Egitim Bilimleri, 15(1). https://doi.org/10.12738/estp.2015.1.2324
Demirel, M. (2017). Examining graduate dissertations in the field of critical thinking: A case from Turkey. Egitim Arastirmalari - Eurasian Journal of Educational Research, 2017(67), 141–159. https://doi.org/10.14689/ejer.2017.67.9
Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and life. International Journal of Educational Research, 71, 86–99. https://doi.org/10.1016/j.ijer.2015.03.003
Erenler, S., & Cetin, P. S. (2019). Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers' Metacognitive Awareness and Writing Skills. International Journal of Research in Education and Science, 5(2), 628-638. https://eric.ed.gov/?id=EJ1223212
Fakhriyah, F., Rusilowati, A., & Susilaningsih, E. (2021). Argument-Driven Inquiry Learning Model: A Systematic Review. International Journal of Research in Education and Science, 7(3), 767-784. https://doi.org/10.46328/ijres.2001
Fox, S., Lynch, J., D’Alton, P., & Carr, A. (2021, August). Psycho-Oncology: A Bibliometric Review of the 100 Most-Cited Articles. In Healthcare (Vol. 9, No. 8, p. 1008). MDPI. https://doi.org/10.3390/healthcare9081008
Francis, B. R., bin Ahmad, R., & Abdullah, S. M. B. (2021). A Bibliometric Analysis on Performance Appraisal. Int. J. Acad. Res. Bus. Soc. Sci, 11, 1797-1818. https://doi.org/10.6007/ijarbss/v11-i9/11253
Fridley, J. D., & Sax, D. F. (2014). The imbalance of nature: Revisiting a Darwinian framework for invasion biology. Global Ecology and Biogeography, 23(11), 1157–1166. https://doi.org/10.1111/geb.12221
González‐pérez, L. I., & Ramírez‐montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. In Sustainability (Switzerland) (Vol. 14, Issue 3). https://doi.org/10.3390/su14031493
Hudha, M. N., Hamidah, I., Permanasari, A., Abdullah, A. G., Rachman, I., & Matsumoto, T. (2020). Low Carbon Education: A Review and Bibliometric Analysis. European Journal of Educational Research, 9(1), 319-329. https://doi.org/10.12973/eu-jer.9.1.319
Kaçar, S., & Balım, A. G. (2021). Investigating the effects of argument-driven inquiry method in science course on students’ levels of conceptual understanding. Journal of Turkish Science Education, 18(4), 816-845. https://doi.org/10.36681/tused.2021.105
Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), 1–16. https://doi.org/10.29333/ejmste/10830
Kamarrudin, H. (2022). Examining the Trend of Research on Active Engagement in Science Education: Bibliometric Analysis. Journal of Turkish Science Education, 19(3), 937–957. https://doi.org/10.36681/tused.2022.157
Kinsey, L. C., & Moore, T. E. (2015). Narrative structure in inquiry-based learning. Primus, 25(3), 212-220. https://doi.org/10.1080/10511970.2014.921650
Kurniasari, I. S., Setyarsih, W., Fisika, J., Matematika, F., Ilmu, D., & Alam, P. (2017). Penerapan model pembelajaran argument driven inquiry (ADI) untuk melatihkan kemampuan argumentasi ilmiah siswa pada materi usaha dan energi. Jurnal Inovasi Pendidikan Fisika (JIPF), 6(3), 171-174. https://doi.org/10.26740/ipf.v6n3.p%25p
Lameras, P., Arnab, S., De Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: a phenomenographic perspective. Smart Learning Environments, 8(1), 1-25. https://doi.org/10.1186/s40561-021-00152-z
Li, Z., Huo, T., Shao, Y., Zhao, Q., & Huo, M. (2022). Inbound tourism–a bibliometric review of SSCI articles (1993–2021). Tourism Review, 77(1), 322-338. https://doi.org/10.1108/TR-01-2021-0057
Mainwaring, A., Bullock, N., Ellul, T., Hughes, O., & Featherstone, J. (2020). The top 100 most cited manuscripts in bladder cancer: a bibliometric analysis. International Journal of Surgery, 75, 130-138. https://doi.org/10.1016/j.ijsu.2020.01.128
Maison, Darmaji, Astalini, Kurniawan, D. A., & Indrawati, P. S. (2019). Science process skills and motivation. Humanities and Social Sciences Reviews, 7(5). https://doi.org/10.18510/hssr.2019.756
Metin Peten, D. (2022). Influence of the Argument-Driven Inquiry with explicit-reflective nature of scientific inquiry intervention on pre-service science teachers’ understandings about the nature of scientific inquiry. International Journal of Science and Mathematics Education, 20(5), 921-941. https://doi.org/10.1007/s10763-021-10197-8
Mutezo, A., & Maré, S. (2022). Factorial structure of the Community of Inquiry Survey in a South African open and distance e-learning environment. Journal of Psychology in Africa, 32(2), 129-135. https://doi.org/10.1080/14330237.2022.2028081
Rahayu, R. N., & Sobari, S. (2021). Analisis bibliometrik jurnal PARI periode 2016-2020. Jurnal Pustaka Ilmiah, 7(1), 11-21. https://doi.org/10.20961/jpi.v7i1.49295
Ng, L., Merry, A. F., Paterson, R., & Merry, S. N. (2022). Clinicians’ experiences of inquiries following mental health related homicide: a qualitative study. Australasian psychiatry, 30(2), 185-189. https://doi.org/10.1177/10398562211009260
Nixon, B., & Quinlan, E. (2023). Learning from experience: psychologists’ inquiry into child sexual abuse in therapeutic settings. Journal of sexual aggression, 29(2), 268-282. https://doi.org/10.1080/13552600.2022.2077996
Novitasari, P., & Iqbal, M. (2021). The Effectiveness of Inquiry Learning Model with Concept Mapping Technique on Metacognitive Awareness on Senior High School Students in Class X. Pancaran Pendidikan FKIP Universitas Jember, 10(4), 47–58. https://doi.org/10.25037/pancaran.v10i4.363
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2024-05-07
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Lismaya, L., Wiyanto , W. ., & Ridlo, S. (2024). Inquiry research trends through bibliometric analysis (2020-2023). Biosfer: Jurnal Pendidikan Biologi, 17(1), 126–141. https://doi.org/10.21009/biosferjpb.36161
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