Bibliometric Analysis of Concept Maps in Chemistry Education
DOI:
https://doi.org/10.52634/mier/2023/v13/i1/2435Keywords:
Concept Maps, Chemistry Education, Bibliometric Analysis, Systematic Review, WoS databaseAbstract
A comprehensive systematic review concerning the usage of concept maps in chemistry education (CMiCE) is not available in the literature. Therefore, this study attempts to conduct a systematic review of CMiCE using bibliometric analysis. Within the scope of the main aim of the study, articles related to CMiCE were searched on the Web of Science (WoS) database through the “ALL= (“concept* map*”) and ALL=(“chem*”) query. Data analysis was done using Microsoft Excel, VOSviewer software package and WoS analytical tool. According to the findings, information regarding trends, citation, co-authorship, co-word/co-occurrence, and co-citation in studies related to CMiCE were obtained. Results show that the most influential country was the USA, the most influential journal was the Journal of Chemical Education, the author with most citations was Novak, the most frequently used keyword was concept maps and the most commonly used keyword in recent years was the curriculum. The results from this study will contribute to other review studies related to CMiCE- especially in the context of chemistry education.
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