A Bibliometric Analysis of Formative Assessment Research in Science Education
DOI:
https://doi.org/10.5281/zenodo.16615094Keywords:
Formative assessment , science education, Educational Technology, Physics education, Chemistry education, Biology education, Machine learningAbstract
Abstract
Purpose: The purpose of this study is to study a bibliometric analysis of articles within the scope of "formative assessment in science education"
Design and Methodology: This study was conducted according to bibliometric analysis which uses different qualitative and quantitative literature review methods to explore and analyze large volumes of scientific data obtained from previous studies. In this study, articles published in the "Web of Science", one of the most popular bibliographic databases containing 22,000 peer-reviewed journals worldwide, were examined. In this study, VOSviewer software and Biblioshiny developed in R language developed for bibliometric analysis were used.
Results: In the Web of Science, studies on formative assessment in science education have been published since 2001, while Turkey-based publications have been published since 2014. The most frequently published articles and citations on the subject appear to be in science education, teacher-focused, and technology-focused journals.
Implications & Suggestions: It can be argued that studies on formative assessment in science education have become increasingly widespread in recent years. Furthermore, considering the journals in which the articles are most frequently published, it can be argued that teachers and educational technologies are important factors in the formative assessment process in science education, and that teacher-focused, technology-supported studies will contribute to literature.
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