A Bibliometric Analysis of the Increasing Knowledge Base on the Role of Thinking Teaching Strategy in Sciences Teaching

Background: This research explores thinking and teaching strategy in sciences teaching by analyzing 2027 research articles from the Web of Science. It is anticipated that groups of keywords, writers, and universities will highlight patterns, offer advice to scholars and teachers, and add to the body of literature already available on the topic. Purpose: This study's purposes are to use the Web of Science to examine the current state of the literature on thinking and teaching strategy in sciences teaching, identify clusters of relevant keywords, authors, and universities, and investigate potential future research avenues in this area. Sample: The Web of Science provided the data for this study, which comprised 2027 scientific papers that were released between 1984 and 2022. A complete and representative sample was achieved by screening and choosing a sample from a starting pool of 4000 articles. Design and methods: Data from the Web of Science Core Collection database were gathered for this study using bibliometric and content analysis methods. From more than 4000 sources, pertinent papers on teaching strategies and scientific education were chosen, and 2027 peer-reviewed publications were further assessed. Non-scientific sources were excluded. Results: This study investigated 2027 scholarly publications on teaching and thinking techniques in science education published between 1984 and 2022 in the Web of Science Core Collection. Six study clusters spanning subjects including student knowledge and thinking, cognitive techniques for creativity, and robots in science education were found. The clusters included 59 universities, 89 keywords, and 199 authors from 63 different countries. Conclusion: In order to fully understand thinking and teaching strategies in scientific education, this study carefully analyzed 2027 research publications from the Web of Science Core Collection. The results might aid researchers, instructors, and regulators in understanding the state of the literature and potential future study topics in science education.