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Research Article Open Access

The use of argumentation-based teaching model in education: A bibliometric research

İzzet Şeref İzzet Şeref Corresponding Author Faculty Of Education, Sivas Cumhuriyet University, Sivas, Türkiye ORCID 0000-0002-2379-1373 View Profile

Abstract

The aim of this study is to reveal the trends of educational research on argumentation listed in the Web of Science database based on bibliometric parameters and to draw a direction for future research. The research was conducted in accordance with the bibliometric paradigm. The scope of the study consists of 3468 educational articles indexed in Web of Science. Bibliometric measures were used to analyse the data obtained. As a result of the research, it was determined that there has been a significant increase in the number of publications since 2005 and the number of citations has increased at the same rate. The most productive country is the United States of America, the most productive author is Katherine L. McNeil, and the most productive institution is State University System of Florida. The journal that publishes the most articles is the International Journal of Science Education. The trending subject areas were science education, self-regulated learning and teacher education. The most cited article is “Establishing the norms of scientific argumentation in classrooms” produced by Driver et al. in 2000. The core keyword is argumentation. However, other core concepts are science education, critical thinking, argumentative writing and socioscientific issues. Popular keywords are argumentative writing, second language writing, writing assessment, writing performance, argumentative essays, academic language, metadiscourse, reading comprehension and corpus linguistics.
Keywords: Argumentation Educational research Bibliometrics Bibliometric analysis

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