Published date: Jul 03 2024

Journal Title: KnE Social Sciences

Issue title: International Joint Seminar on Education, Social Science and Applied Science (IJESAS)

Pages: 91–101

DOI: 10.18502/kss.v9i19.16481

Geterudis KeransFaculty of Mathematics and Natural Science, Universitas Pendidikan Indonesia, Bandung

Yayan Sanjayayayan@upi.eduFaculty of Mathematics and Natural Science, Universitas Pendidikan Indonesia, Bandung

Liliasari ‎ Faculty of Mathematics and Natural Science, Universitas Pendidikan Indonesia, Bandung

The primary aim of this study is to investigate scholarly literature about the utilization of authentic inquiry in the context of science education throughout the past two decades (2003–2023). Additionally, this analysis aimed to examine the collaborative efforts of authors, institutions, and nations in domains closely associated with this research. Thematic and keyword analyses were performed to discover the most current and up-to-date study topics. The present study reveals 271 scholarly articles about authentic inquiry in science education identified from the SCOPUS database. These articles were sourced from 128 distinct publications, which involved the collaborative efforts of 812 authors. The time frame for this analysis spanned from 2003 to 2023. The annual growth rate observed in this study was 2.98%. Furthermore, the average number of citations per document was 23.62, while the study included 12.479 references cited. In the current context, Yarden from the Weizmann Institute of Science is foremost among the authors, having authored four publications and amassed ninety citations. Furthermore, the aggregate quantity of papers written by individuals from the United States amounts to 116. In addition, Australia is identified as the second most significant contributor, having nine published publications. The theme analysis method is utilized to present a network of thematic keywords consisting of 50 keywords that have been identified as appearing at least four times throughout the text being examined. Based on the bibliometric analysis, the authors propose a need for further enhancement of authentic inquiry research in science education.

Keywords: authentic inquiry, science education, bibliometric, RStudio

[1] Artigue M, Blomhøj M. “Conceptualizing inquiry-based education in mathematics.,” ZDM - International Journal on Mathematics Education. vol. 45, no. 6, pp. 797–810, 2013. https://doi.org/10.1007/s11858-013-0506-6.

[2] Ibrahim A, Aulls MW, Shore BM. Teachers’ roles, students’ personalities, inquiry learning outcomes, and practices of science and engineering:the development and validation of the McGill attainmentvalue for inquiry engagement survey in STEM disciplines. Int J Sci Math Educ. 2017;15(7):1195–215.

[3] Prayogi S, Ahzan S. Indriaturrahmi, and J. Rokhmat, “Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno- Inquiry Model in an E-Learning Platform.,” International Journal of Learning. Teaching and Educational Research. 2022;21(9):134–53.

[4] Manishimwe H, Shivoga WA, Nsengimana V. Enhancing students’ achievement in biology using inquiry-based learning in Rwanda. International Journal of Evaluation and Research in Education. 2023;12(2):809–17.

[5] Sundberg MD, Armstrong JE, Wischusen EW. “Introductory biology & universities.,” vol. 67, no. 9, pp. 525–529, 2015.

[6] Beck C, Butler A, da Silva KB. Promoting inquiry-based teaching in laboratory courses: are we meeting the grade? CBE Life Sci Educ. 2014;13(3):444–52.

[7] M. Koretsky, J. Keeler, J. Ivanovitch, and Y. Cao, “The role of pedagogical tools in active learning: a case for sense-making.,” International Journal of STEM Education. vol. 5, no. 1, p. 2018. https://doi.org/10.1186/s40594-018-0116-5.

[8] Buchanan S, Harlan M, Bruce C, Edwards S. Inquiry based learning models, information literacy, and student engagement: a literature review. School Libraries Worldwide. 2016;22(2):23–39.

[9] Khalaf BK, Zin ZB. Traditional and inquiry-based learning pedagogy: A systematic critical review. Int J Instr. 2018;11(4):545–64.

[10] J. Jerrim, M. Oliver, and S. Sims, “Erratum: The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (Learning and Instruction (2019) 61 (35–44), (S095947521830361X), (https://doi.org/10.1016/j.learninstruc.2018.12.004.)),.” Learning and Instruction. vol. 80, p. 101310, 2022.

[11] NRC, Inquiry and the National Science Education Standards., 2000.

[12] Weaver GC, Russell CB, Wink DJ. Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nat Chem Biol. 2008 Oct;4(10):577–80.

[13] Putu Verawati NN, Harjono A. Wahyudi, and S. Gummah, “Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia,” International Journal of Learning. Teaching and Educational Research. 2022;21(9):232–48.

[14] Hussain M, Azlan M, Zainuri A, et al. Effect of an Inquiry-Based Blended Learning Module on Electronics Technology Students’ Academic Achievement. Journal of Technical Education and Training. 2023;15(2):21–32.

[15] Spell RM, Guinan JA, Miller KR, Beck CW. Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation. CBE Life Sci Educ. 2014;13(1):102–10.

[16] Ndia L, Solihatin E, Syahrial Z. The effect of learning models and multiple intelligences on mathematics achievement. Int J Instr. 2020;13(2):285–302.

[17] D. V. Bozalek and & A.A. Ng’ambi. D. Wood, J. Herrington, J. Hardman, Authentic learning, emerging technologies: Towards a transformative higher education pedagogy. London: Routledge Taylor and Francis Group; 2014.

[18] Herrington J, Parker J, Boase-Jelinek D. Connected authentic learning: reflection and intentional learning. Aust J Educ. 2014;58(1):23–35.

[19] R. Amos and R. Levinson, “Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science.,” International Journal of Development Education and Global Learning. vol. 11, no. 1, p. 2019. https://doi.org/10.18546/IJDEGL.11.1.03.

[20] Reeves TC, Herrington J, Oliver R. “Authentic activities and online learning.,” Herdsa. no. July 2002, pp. 562–567, 2002.

[21] R. Online Research Online. M.K. Koplin, and C. Fun Freda Hui, “The implementation of authentic activities for learning: a case study in The implementation of authentic activities for learning: a case study in finance education finance education Recommended Citation Recommended Citation.,” pp. 59–72, 2011.

[22] Ornellas A, Falkner K, Edman Stålbrandt E. Enhancing graduates’ employability skills through authentic learning approaches. Higher Education, Skills and Work-based Learning. 2019;9(1):107–20.

[23] K.M.G. and D.A. Eastman. Information Fluency for Undergraduate Biology Majors: Applications of Inquiry-based Learning in a Developmental Biology Course. 2008;7:45–53.

[24] Endersby L, Maheux-Pelletier G. Guiding a Better Experiential Learning Journey by Making It HIP Again. Collected Essays on Learning and Teaching. 2020;13:57–75.

[25] Fasasi RA. Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science. Int J Sci Educ. 2017;39(5):548–64.

[26] Kearney M, Schuck S. Spotlight on authentic learning: student developed digital video projects. Australas J Educ Technol. 2006;22(2):189–208.

[27] Herrington J, Oliver R, Reeves TC. Patterns of engagement in authentic online learning environments. Australas J Educ Technol. 2003;19(1):59–71.

[28] Ramdani A, Jufri AW, Gunawan M. Fahrurrozi, and M. Yustiqvar, “Analysis of students’ critical thinking skills in terms of gender using science teaching materials based on the 5e learning cycle integrated with local wisdom,”. Jurnal Pendidikan IPA Indonesia. 2021;10(2):187–99.

[29] Sudarmin S, Zahro L, Pujiastuti SE, Asyhar R, Zaenuri Z, Rosita A. The development of PBL-based worksheets integrated with green chemistry and ethnoscience to improve students’ thinking skills. Jurnal Pendidikan IPA Indonesia. 2019;8(4):492–9.

[30] Lombardi BM, Oblinger DG. Authentic Learning for the 21st Century : an Overview. Learning. 2007;1(March):1–7.

[31] Guler AT, Waaijer CJ, Mohammed Y, Palmblad M. Automating bibliometric analyses using Taverna scientific workflows: A tutorial on integrating Web Services. J Informetrics. 2016;10(3):830–41.

[32] Briner RB, Denyer D. Systematic Review and Evidence Synthesis as a Practice and Scholarship Tool. The Oxford Handbook of Evidence-Based Management; 2012. pp. 112–29.

[33] Zupic I, Čater T. Bibliometric Methods in Management and Organization. Organ Res Methods. 2015;18(3):429–72.

[34] Pham HH, Dong TK, Vuong QH, Luong DH, Nguyen TT, Dinh VH, et al. A bibliometric review of research on international student mobilities in Asia with Scopus dataset between 1984 and 2019. Scientometrics. 2021;126(6):5201–24.

[35] Mongeon P, Paul-Hus A. The journal coverage of Web of Science, Scopus and Dimensions: A comparative analysis. Scientometrics. 2021;126(6):5113–42.

[36] Suhaimi N, Mahmud SN. “A Bibliometric Analysis of Climate Change Literacy between 2001 and 2021.,” Sustainability (Switzerland). vol. 14, no. 19, p. 2022. https://doi.org/10.3390/su141911940.

[37] Aria M, Cuccurullo C. bibliometrix: an R-tool for comprehensive science mapping analysis. J Informetrics. 2017;11(4):959–75.

[38] Kemeç A, Altιnay AT. “Sustainable Energy Research Trend: A Bibliometric Analysis Using VOSviewer, RStudio Bibliometrix, and CiteSpace Software Tools.,” Sustainability (Switzerland). vol. 15, no. 4, p. 2023.

[39] Hernández-Torrano D, Ibrayeva L. “Creativity and education: A bibliometric mapping of the research literature (1975–2019).,” Thinking Skills and Creativity. vol. 35, no. September 2019, p. 100625, 2020.

[40] Loston AW, Steffen PL, McGee S. NASA education: using inquiry in the classroom so that students see learning in a whole new light. J Sci Educ Technol. 2005;14(2):147– 56.