A Bibliographic Perspective of Flipped Classroom Studies in Science Education

Aynur Çevik, Mustafa Metin, Hasan Kaya
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Abstract


The aim of study is to specify bibliographically analyses 72 articles published between 2010 and 2020 in the field of science regarding the flipped classroom model. In the study, bibliographic analysis variables such as the year of the studies, research areas, keywords, the most publishing journals, organizations, countries, cited studies, the cooperation network of the authors and the indexes scanned were determined and analyzed descriptively. According to the results of the study, the most publications regarding the flipped classroom model in science education were in the field of chemistry education between 2018 and 2020, and flipped classroom, chemistry, science education and STEM were used as keywords. In addition, it has been determined that the countries with the highest number of publications in this field are USA and Turkey, the most publishing organizations are Near East University and the most published journal is Journal of Chemical Education. Furthermore, it is seen that the most cited work in the reviewed studies was written by Jamie L. Jensen, the authors with the most author collaboration network were Marie Barnard and the indexes including the most publications were Scopus and Web of Science.

Keywords


Flipped classroom, Science Education, Bibliographic analysis

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References


Cevik, A., Metin, M., & Kaya, H. (2022). A bibliographic perspective of flipped classroom studies in science education. International Journal of Technology in Education and Science (IJTES), 6(2), 286-305. https://doi.org/10.46328/ijtes.353




DOI: https://doi.org/10.46328/ijtes.353

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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369


 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.