Bibliometric analysis of studies on the Flipped Classroom Model in biology teaching

Abstract

The global acceleration of studies on the Flipped Classroom Model (FCM) has revealed the necessity of literature review analyzes that shed light on research activities by examining the research data as a whole. Therefore, in this study, it is aimed to examine academic publications on the FCM studies applied in biology teaching in terms of bibliographic variables. For this aim, the bibliometric analysis method was preferred in the study, which was carried out with a case study approach for an in-depth examination. Within the scope of the study, 53 publications obtained from the Scopus database for the entire time period were examined. In order to analyze these publications as a whole, the Scopus database and the VOSviewer program was used. According to the results, it is determined that the most preferred keywords are flipped classroom, active learning, online learning, flipped learning and biology, the most commonly used terms in the title and abstract section are students, courses, classroom, study and flipped classroom, the most common types of publications are article and papers, the most active country in terms of the number of studies is the USA, and the publication language is generally English. This study will help researchers and educators identify trends and issues that can guide future work involving the FCM.

The effectiveness of environment-oriented e-books based on problem-based learning for problem-solving skills

“…The teacher acts as a material giver, while students only receive the material. Learning that can train students' problem-solving skills must be active learning (Bozdağ et al, 2021). The results of initial observations with teachers stated that learning tools were prepared based on agreement with biology teachers, learning strategies used in the form of discussions, teachers have not used environment-oriented learning, teachers have not trained students' problem-solving skills, learning media used in the form of powerpoints contain core materials, and student learning outcomes are assessed without regard to the abilities to be measured.…”

Trends in Multicultural Education Publication Over a Four-Decade Period: A Bibliometric Review

“…Several studies using bibliometric analysis have been carried out, such as education for sustainability (Côrtes & Rodrigues, 2016), ethnic identity and acculturation (Shuangyun & Hongxia, 2020), intercultural competence (Peng et al, 2020), quality of Islamic education (Elihami, 2021), music education (Morales et al, 2017), educational psychology (Hernández-Torrano & Ho, 2021), civic education (Bozkurt et al, 2021;Palaz, 2021), cultural dimensions (Gu & Gao, 2021), intercultural communication (Ruo-bing, 2009, cultural intelligence, global mindset, and cross-cultural competence (Paiuc, 2021;Yari et al, 2020), interdisciplinary cultural evolution (Youngblood & Lahti, 2018), cross-cultural environmental psychology (Tam & Milfont, 2020), organizational culture (Duarte et al, 2019), multicultural education (Ruíz et al, 2005). In the field of education, several bibliometric analyzes have been carried out such as inclusive education (Comarú et al, 2021), medical education (Sampson et al, 2013), school-based management (Ilham et al, 2021), robot education (Yang et al, 2020), E-Learning (Deti & Mandasari, 2021), values education (Sökmen & Nalçaci, 2020;Supriadi et al, 2022), flipped classroom model in biology learning (Bozdag et al, 2021), mixed learning (Arifin et al, 2021), distance education (Hebebci, 2021), higher vocational education (Abdullah, 2021a), higher education (Brika et al, 2021;Budd, 1988;Hallinger & Chatpinyakoop, 2019;Limaymanta et al, 2021;Raman et al, 2021), intelligent learning (Chen et al, 2021), artificial intelligence in education…”