Participatory Educational Research, v9 n1 p214-232 Jan 2022. 19 pp.
Bibliometrics, Authors, Networks, Entrepreneurship, Databases, Computer Software, Research Reports, Universities, Periodicals, Foreign Countries, Faculty Publishing, Cooperation, Teaching Methods, Validity, Reliability, and Business Administration Education
The purpose of this paper is to investigate the descriptive and evaluative findings of articles conducted in educational contexts on entrepreneurship education in the Web of Science (WoS) database. For this purpose, the bibliometric analysis method was used in this study. This systematic literature review examined 352 scientific articles published from 1991 to 2020 in the WoS database. VOSviewer software was used to visualize the results of the analysis. The descriptive results showed that the most articles, in terms of years, were published in 2017; Matlay was the most productive author, and Lappeenranta University of Technology was the most productive organization; Education + Training was the most productive journal and England was the most productive country. The evaluative results showed that Matlay had the largest co-authorship network; England was the country with the highest co-authorship network and the University of Tasmania and Birmingham City University had the largest co-authorship network. Moreover, Matlay had the highest (citations and total link strength) co-citations of cited authors. On the other hand, Kuratko had the highest (citations and total link strength) co-citations of cited references. Finally, the keywords occurrence networks showed that the biggest node was entrepreneurship education. Based on these results, systematic literature reviews on entrepreneurship education in educational contexts at the national level in different countries could be carried out.
Bozdogan, Aykut Emre, Demir, Abdulkerim, and Sahinpinar, Dilek
Participatory Educational Research, v9 n1 p303-323 Jan 2022. 21 pp.
Bibliometrics, Research Reports, Parks, Gardening, Plants (Botany), Historic Sites, Databases, Periodicals, Environmental Education, Educational Research, Information Retrieval, Authors, and Trend Analysis
It was purposed in this study to reveal the trend in the relevant field by making a bibliometric evaluation of the educational research articles published on botanic gardens, national parks, and natural monuments in the Web of Science (WoS) database. Within the scope of quantitative methodology, the bibliometrics was applied in the study. The data were taken from the WoS database generated by Clarivate Analytics. The study data covered the years between 1975 and 2020. Bibliometric analysis techniques were used in the analysis of the data. 44,138 records related to the study subject were obtained in the WoS database, and 98 of them were determined in the category of educational research. Analyses were conducted on 58 articles in the category of educational research. As a result of the analyses, it was observed that half of the articles were published in the last 5 years. It was also concluded that the publication language of the articles was predominantly English and that the researchers working in the United States provided the highest contribution to the related literature by producing 20 articles. In addition, it was determined that the most effective journals related to the study subject were "Environmental Education Research" and "Journal of Environmental Education". A total of 180 different keywords were included in the analyzed articles, and the most used ones were "environmental education" and "botanic garden". It was also concluded that 1885 different publications, 1596 authors, and 1309 sources were cited in the articles examined within this research. The articles in the WoS database were examined in this study, and it is important to carry out similar studies in different publication types and databases in terms of revealing the trend in this subject.
Turkish Online Journal of Educational Technology - TOJET, v20 n4 p101-116 Oct 2021. 16 pp.
STEM Education, Meta Analysis, Academic Achievement, Databases, Research Reports, Effect Size, Correlation, and 21st Century Skills
STEM education is applied to raise individuals having 21st-century skills based on the integration of science, technology, engineering, and mathematics. This paper aims to present the overall effect of STEM education on students' academic achievement by analyzing 64 research findings obtained from 56 quantitative studies published between 2014 and 2021. Relevant studies were identified from the databases of scholarly publications such as ERIC, Web of Science, EBSCOHost, Google Scholar, SCOPUS, ProQuest, CHE Thesis Center. The sample was then meta-analytically examined using the CMA program. Education level, duration of the application, disciplines, and publication type were determined as moderator variables. The results showed that the effect of STEM education on students' academic success was statistically higher (g= 1.150) in the random-effects model. A heterogeneous distribution was obtained from the sample. Further subgroup analyzes using Analog ANOVA revealed that disciplines (Qb= 921.394; p= 0.000), and publication type variables were statistically significant (Qb= 7.229; p= 0.007). With respect to the disciplines, the effects of STEM education showed the largest effect size of 1.156 in the discipline of science. Regarding the publication type, national studies were presented the largest effect size of 1.155.